. DLEBELT JOURNAL 
OF LIBRARY AND 
INFORMATION 
SCIENCE
Published by
Nigerian Library Association,
Kwara State Chapter, Morin.
VOLUME 16, 2018
UNIVERSITY OF IBADAN LIBRARY
Middlebelt Journal of Library and Information Science Vol. 16, 2018 iv
CONTENT
Page
1. Management styles and job stress as predictors of job performance 
of records management personnel in selected ministries in Rivers 
State Civil Service, Nigeria
—  Casmir Ifejirika & Abiola Abioye...............................................................................................  1
2. Library and information science education and dissemination of 
agricultural information for sustainable development in Nigeria
—  Adamu, Mohammed Saba, CLN Gideon A.
Babalola, Ph.D. & Dogara Ladan, CLN.............................................................................  23
3. Influence of gender on satisfaction of library school students with SIWES 
in Tai Solarin University of Education
—  Ahmed O. Simisaye, Ph.D. Anuoluwa F. Awodoyin, Ph D. &
Temitope A. Osisanwo, Ph.D.................................................  32
4. Entrepreneurship information awareness among undergraduates in 
Adeyemi College of Education. Ondo
—  Johnson Ayodeji Akerele.......................................................................................................................... 45
5. The reading habits of public senior secondary school students in Ogun 
State, Nigeria
—  Bamidele, Itunu A ....................................................................................................................................................  53
6. Effects of smartphone use on library information resources utilisation 
by undergraduates in two Federal Universities in South-west, Nigeria
— Ejiro Jamogha & Oresiri Jamogha.........................................  73
7. Librarian-faculty collaboration in information literacy instruction:
Experiences from the University of Jos Law Library
—  Dr. Vicki Lawal, CLN & Barr. Subrina O. Opara..................................................  88
8. Adaptation of Big6 skill model in the assessment of information needs 
and seeking behavior of University of llorin Students
—  Laaro, Dolapo Medinat.....................................................................................................................................  102
UNIVERSITY OF IBADAN LIBRARY
Middle belt Journal of Library and Information Science Vol 16. 2018________________ v
9. Provision and use of library resources and services by physically 
challenged students in Adeyemi College of Education, Ondo
—  Dr. Samuel O. Ogunniyi, Michael Jato, &
Dr. Caroline B. Obasoro...............................................................................................................................  118
10. Assessment of the use of information and communication technologies
in selected secondary schools in Farin-Gada, Jos North LGA, Plateau State, 
Nigeria
—  Onobrakpor, D. Ufuoma & Adewole-Odeshi, Egbe ............................ 131
11. Clinical and developmental bibliotherapy as intervention strategy 
among students: Perception of librarians, medical personnel and 
Sociologists in Landmark University
—  Owolabi, Sola Emmanuel & Yusuf, Felicia.......................................................... 141
12. The importance of effective interpersonal communication in reference 
interview in academic libraries in Nigeria
—  Posigha, Bassil Ebiwolate, Etebu, Abraham Tabor, &
Godfrey, Vera Zaccheaus.............................................................................................................................  154
13. Users' rights and responsibilities in the Hezekiah Oluwasanmi Library,
Obafemi Awolowo University lle-lfe
—  Awodele Joshua Awominure, Esq
Olubunmi Awoyemi O. Esq., & Sunday Olurotimi Obadare... 167
14. Instructional media resources improvisation by teachers for 
effective instructional delivery in public secondary schools in Nigeria
—  Babatunde Oyeyemi Ogunwuyi, & Adenike Omoike...................... 179
15. Managing projects in academic libraries: Case study of the Federal University 
of Technology, Akure Library resources relocation project
—  Michael Olorunfemi & Deborah Adeola Ipadeola..................................  190
16. Library policies as factors affecting use of Library by undergraduate 
students of two Federal Universities in North-central, Nigeria
—  A.A. Abu, G.U. Oyedum (Ph.D.), R.E. Raji. &
Murjanatu Abdulhamid....................................................................................................................................  203
UNIVERSITY OF IBADAN LIBRARY
Middlebelt Journal of Library and Information Science Vol. 16. 2018 179
INSTRUCTIONAL MEDIA RESOURCES IMPROVISATION BY 
TEACHERS FOR EFFECTIVE INSTRUCTIONAL DELIVERY IN 
PUBLIC SECONDARY SCHOOLS IN NIGERIA
BABATUNDE OYEYEMI OGUNWUYI
CAC Theological Seminary, Akure Ondo State. Email ogunwuyib@yahoo.com 
&
ADENIKE OMOIKE
Kenneth Dike Library, University of Ibadan, Ibadan, Nigeria. nikeomoike@yahoo com
ABSTRACT
Instructional media resources are very important for effective teaching in the public 
secondary schools in Nigeria. The print, non-phnt and electronic media resources 
serve different purposes in disseminating educational information to the students 
through the teachers. It is a pity that many of these instructional media resources 
were not provided for in the public secondary schools especially the state-owned 
secondary schools are not well equipped with necessary instructional media 
resources by the government as a result of this, teachers were not utilizing or 
inadequately utilizing the instructional media resources for teaching. This situation 
makes teaching passive and unproductive leading to poor product participation in 
teaching-learning activities and poor retention of learning leading to poor academic 
performance. It is then recommended that teachers should improvised for available 
instructional media resources with local materials in their environments apart from 
this, they should publish books to the library every session, collaborate with 
students in improvising instructional media resources such as chat, model, scarce 
apparatus among others. All these could be done through the learning of skills in 
media improvisation
Keywords: Instructional media resources. Teachers, Teaching and media 
improvisation
Introduction
Instructional media resources (IMR) are essential for productive and effective 
teaching in secondary schools. Professionals in the educational sector such as 
teachers, educational managers, educational bodies or agencies are aware of
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Instructional media resources improvisation by teachers for effective 18Q
indelible role instructional media resources play in instructional delivery and 
promotion of learning in all level of education (Egunjobi. 2012). Instructional media 
resources play the role of sharing educational information between the teacher and 
the learners. They facilitate effective presentation of instruction and promote: 
learning more effectively than verbal method of presenting instruction. These IMR 
are categorized as print, non-print and electronic media (Ogunwuyi, 2018). It is not! 
a mere saying that. IMR motivate learning, making learning enjoyable with changing 
symbols, sounds, images with specific effects during presentation (Taiwo, 2008). 
More so, they help teachers to teach difficult concepts, ideas and serving as 
reducer of boredom on the part of teachers (Aleburu, 2008).
Secondary schools teachers in Nigeria are aware of the indelible role of 
instructional media resources. First, IMR are essential part of the process of 
planning a lesson for effective delivery. Second, they are important for the 
establishment of any secondary school either private or public. Third, they are 
important for the training process of any pre-service teacher in any teacher training 
institute such as colleges of education, National Teachers’ Institute (NTI) and 
faculties of education in some Nigerian universities.
The Centre for Education Technology (CET) established in the School of 
Education in Colleges of education in Nigeria is a structure that acquires the design, 
production, maintenance and storage of IMR for availability, prompt accessibility 
and utilisation for instructional delivery with the help of experts who are well-trained 
in designing and production of media resources. It is also noted that every 
secondary school teachers must be exposed to these media resources and how to 
utilise them for instructional delivery. Apart from this, it is compulsory for every pre­
service teacher to pass educational technology as a compulsory course at NCE and 
undergraduate levels in the colleges and faculties of education in any university in 
Nigeria. The course is to expose the teacher on how to design, produce and utilise 
media resources for effective teaching during their teaching practices at pre-service 
stage and during professional practices.
Based on the above statements, it has been proven that, the use of 
instructional media resources has been found to be effective contributor to the 
academic achievements of social studies’ students and teachers in secondary 
schools (Olaojo. 2013). More so, IMR are functional and structural policy of 
curriculum implementation in secondary schools in Nigeria but the utilisation of IMR 
in the secondary schools in Nigeria especially in the public secondary schools are 
not encouraging perhaps due to non-availability of IMR. The inadequate and 
irregular utilisation of IMR in teaching of secondary schools by the teachers has 
made teaching passive, discouraging students’ participation The situation has led 
to poor comprehension and retention of learning by both students. The final result is
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Instructional media resources improvisation by teachers for effective 181
poor learning outcomes or academic performance on the part of the students in 
public examinations
The Concept of Instructional Media Resources
Instructional media resources are information carriers that are used by 
teachers to facilitate instructional delivery process because they are essential for 
sharing educational information between the teachers and students (Ogunwuyi. 
2018). Instructional media resources are materials and tools locally made or 
imported that could help in teachers' and learners’ creativity and open opportunity 
for teachers to use media resources for instructional delivery (Shinohara, 2013). 
They are objects and devices that could assist the teacher • > make the instruction 
delivery clearer to the learners (Isola. 2010). They are also regarded as physical 
objects which provide sound, visual or both in the sense organ during teaching 
(Agina-Obu, 2005) Based on the above definitions, instructional media resources 
are physical objects, devices, tools and human designs that work more effectively 
than verbal instructions of teacher to foster the presentation of teaching objectives 
in the classroom.
However, instructional media resources according to Mbarika Sakar and Raju 
(2005). Abdo and Semela (2010) and Sithole and Lumadi (2013) are print, non-print 
and electronic resources that may be items, objects or equipment that are designed 
to disseminate information to the students in instructional process such as charts, 
pictures, recordings, computer of different kinds, projectors, radio, television and 
internet resources among others, which have great impact on teaching and 
learning. They are utilised to record, store, preserve, transmit and retrieve 
information for the purpose of enriching teaching and to assist teacher in 
presenting, illustrating and processing teaching in a better way (Taiwo. 2008) 
Instructional media resources are expected to yield positive outcomes when utilised 
effectively for instructional delivery in any level of education. The expected 
outcomes were listed by Taiwo (2008). that it aids retention of information, reducing 
teachers labour increasing effectiveness and efficiency of teaching stimulating 
students interest especially when using still and motion pictures Others positive 
outcomes of utilisation of instructional media resources are aiding reality of 
experience, stimulation of self-activity, clarification of abstract information via 
diagram, and enhancing vocabulary developments through audio tapes among 
others (Egunjobi. 2012: Taiwo. 2008)
They are also all means of communication which may include graphic, 
animation, audio and motion pictures, others are periodicals, newspapers, 
magazines film materials, video, multi-media materials, among others. IMR however 
can be improvised for by teachers in case of inadequacy and non-availability 
Findings showed that students who we re taught with improvised instructional media
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Instructional media resources improvisation by teachers for effective . . 182
resources achieved better than those who were taught with conventional 
instructional method (Oladijo, Ojebisi, Olusinde & Isola, 2011). Utilisation of 
instructional media resources can be determined by many factors such as 
availability and accessibility of media resources (Olaojo, 2013; Jude & Dankaro, 
2012 ) proficiency on the part of teachers (Onifade, 2013), adequacy of instructional 
materials (Akindoju, Nwagwu, Akintoye & Avoseh, 2014); and awareness on the 
part of teachers (Fakomogbon, Olanrewaju and Soetan, 2015). Other factors 
motivating the utilisation of instructional media resources include improvisation of 
media resources by teacher, power supply, readiness to use the instructional media 
resources, among others (Ashaver & Igyuve, 2013). Also, Ogunwuyi (2018) found 
that media resources utilisation was determined by emotional intelligence, 
improvisation and self-efficacy of teachers.
Inadequate Instructional Media Resources in Nigerian Secondary 
Schools
There is no doubt that libraries and laboratories are the major custodians of 
Instructional media resources in secondary school in Nigeria because many print, 
non-print and electronic media resources are stored in them. It is said that most of 
these media centres in the secondary schools in Nigeria especially the state-owned 
public secondary schools are not functional. According to Fayokun (2011), there 
was lack of functional and virile libraries in both primary and secondary schools and 
most available school libraries were deplorable for lack of current supplementary 
reading textbooks, reference materials and inadequate furniture, accommodations 
not accessible to the students, no provision of computer/ internet to access and 
browse information for class subjects which has resulted in the non-challant attitude 
of the youth towards patronizing the libraries. She stated that, no budget and fund 
have been earmarked for proper maintenance and replenishment of stock. The 
libraries are not well staffed with professional librarians or teacher-librarians among 
others hence, media resources centre are not functional. This situation has been 
earlier pointed out by Oladejo, Ojebisi, Olosunde, Isola (2011) that there was 
inadequate resources for teaching secondary school students in Nigeria and the 
available resources are not in good conditions, so there is need for media resources 
improvisation.
It is expected of the government to establish functional libraries for the 
promotion and development of reading skills and encourage long term reading 
habits as stipulated in Nigeria Policy on Education. The government is expected to 
provide up-to-date instructional resources to keep teachers and students abreast of 
development in all subject areas. Apart from the school libraries, laboratories such 
as Biology, Chemistry, Mathematics, Computer, Language laboratories among 
others should also be well equipped with necessary instructional resources or
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Instructional media resources improvisation by teachers for effective . . . 183
technologies but many of these laboratories lack specimens, equipment and 
necessary apparatus for proper training of secondary school students. No wonder, 
the rate of academic failure is common among secondary school students in public 
examination in Nigeria.
The necessary instructional media resources in the science laboratories would 
greatly help to demonstrate many abstract concepts to the learners in a more 
practical way. The language laboratories for example, should contain audio, visual 
and audio-visual resources such as projectors, video, television, radio, tape players 
and recorders, microphones, speech trainers among others. It is expected that the 
school should be supplied with electricity or alternative power supply to power the 
electric media resources such as projectors, video recorder, audio recorders, radio, 
and television among others In practice, many laboratories are just mere stores.
If economic recession and the high cost of procurement of electric media 
resources or gadgets for teaching school subjects could hinder the government to 
supply schools with instructional media resources for teaching in secondary schools 
as at 2002, what can we say at this present time that the economy of the country 
has gone worst? This question was answered by some teachers that were 
interviewed recently that the government could not provide instructional materials or 
resources adequately for teaching in Nigerian secondary schools. It was discovered 
that the inadequate and non-availability of instructional media resources are 
common to all secondary schools especially the state-owned public schools. This is 
because secondary school education funding is not given priority by most states in 
Nigeria
Many educationalists had pointed out that government and schools authorities 
had failed to procure necessary instructional media resources in schools and 
teachers could not use their irregular and meager salary to purchase IMR for 
teaching. This is supported by the discovery of Taiwo (2008) that most schools in 
Nigeria are poorly resourced and teachers were unable to improvise for IMR 
because of lack of motivation on the part of government and heavy workloads. The 
most troubling aspects of this issue is the fact that most teachers taught learners 
without instructional media resources and indicated that they used them in teaching 
in their lesson plan. Based on this, there is need for media resources improvisation 
on the part of the teachers. Egunjobi and Ogunwuyi (2017) pointed out that 
improvisation requires creativity and innovation on the part of the teachers and such 
skills are realizable through creative procedures and processes.
Media Resources improvisation and Instructional Delivery
Media improvisation is a creative and innovative characteristic that a teacher 
should possess for him/her to be recognized as a professional teacher. Media
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Instructional media resources improvisation by teachers for effective 184
improvisation is the provision of unavailable instructional media resources for 
effective teaching with the local materials. “It is an important skill that every school 
teacher must possess to function effectively in the classroom” (Taiwo, 2008). Media 
improvisation is aninnovative work behaviour of a classroom teacher, it 
encompasses media idea generation (creativity), media idea promotion among 
other teachers and school authority and media idea implementation in the 
classroom (innovation), (Ogunwuyi, 2018). According to Adu and Adu (2014), media 
resources improvisation is associated with the use of local materials when 
commercially and professionally produced materials are not available. It involves 
creating suitable substitute of unavailable media resources (Adu & Adu, 2014). 
Media resources improvisation requires innovative, resourcefulness and creative 
ability in both thinking and manipulative dexterity (John, 2009). Improvised media 
resources have been found to be useful in enlarging the limited knowledge base of 
any course of study and enrich instruction to a guaranteed quality (Udosen, 2011; 
Ibe-Bassey. 2012).
Media resource improvisation can be hindered by many factors that have been 
identified by scholars. Taiwo (2008) has shown that Nigeria schools are poorly 
resourced in term of availability and adequate teaching-learning resources 
especially audio, visual and audio visual media resources. Nwabunwanne (2009) 
pointed out that poor attitude of teachers toward improvisation, lack of prerequisite 
media improvisation skills as a result of deficiencies in pre-services training and 
poor interest of students in media improvisation are major problems of media 
resources improvisation in Nigeria schools. This is supported by Ereazor, Opara, 
Nnajiofor and Chukwukere (2012) that poor creativity and innovation, poor 
motivation laziness on the part of teachers and time constraints were attributed to 
inability to improvised for media resources and the reasons for media resources 
improvisation was pointed out by Kabi’u (2014) that Nigerian schools are short of 
relevant media resources due to socio-economic and political background of 
learners and high cost of ready-made media resources.
According to him, schools in Nigeria are poorly resourced in term of availability 
and adequate teaching-learning resources especially audio, visual and audio-visual 
media resources. Improvisation is the act of using available resources in one’s 
locality to produce teaching aids when the original form was not provided by the 
necessary authority. Improvised media resources have been pointed out to function 
as a bridge between scientific theory and reality especially when models are utilised 
in teaching of science subjects (Gilbert & Arsela, 2003). Utilisation of improvised 
media are potent to stir the participation of students in the learning process and 
developing ability to communicate, making ethical decision and do critical thinking 
during teaching-learning processes (Kinscharer, Sweller & Clerk. 2007), this will 
also have a lasting impression on the students thereby enhancing their academic
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RY
Instructional media resources improvisation by teachers for effective 185
performance.
Improvised media have been found to be effective promoter of cognitive, 
affective and psychomotor skills of learners, inductive discovery, attentive listening, 
non-verbal communication, creativity and innovation teaching-learning processes 
(Shinohara, 2013 & Ogunwuyi, 2018). Media resources improvisation of teachers 
should be encouraged because of many benefits that it would bring to the public 
secondary school teaching and learning processes. For teachers in all subject 
areas to improvise for IMR, they should have known the content of the curriculum, 
the objectives to be derived from the subject syllabus and skills, attitudes and 
knowledge of learners in which the IMR is prepared. Others are identification of 
needed material for producing the IMR and evaluation of improvised IMR through 
the teachers, students and schools administrators for instructional effectiveness 
through testing of the product with representative sample of the target audience.
Conclusion
As a matter of fact, media resources utilisation for instructional delivery among 
teachers in secondary schools was poor as result of inadequate provision of IMR in 
secondary schools and most of the media centres in the secondary school are like 
empty rooms, hence it is mandatory for teachers in secondary schools to improvise 
for instructional media resources in their special academic areas as government 
has failed to provide all necessary media resources for teaching and learning 
activities.
Recommendations
Since the reasons for the non-utilisation or inadequate utilisation of 
instructional media resources have been identified with and the effect shown to be 
poor retention of learning, non-participation of students in instruction and academic 
failure or poor academic performance of secondary school students, the following 
are recommended for the teachers on how to make media resources available for 
utilisation through improvisation.
i. Teachers should publish textbooks in his/her subject area at least every five 
years. This could be done in collaboration with their colleagues in the same 
subject area for print materials to be available for teaching. This will also serve 
as a source of income for them.
ii. Teacher should donate, at least a current textbook written by other authors in 
their subject areas to the library at every session for the availability of print 
IMR in the library.
iii. Teachers should produce at least a chat, picture and other cheap print IMR in
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Instructional media resources improvisation by teachers for effective . . . 186
their subject area at every academic term and utilise them in instructional 
delivery.
iv. Teachers should go for refresher course and self-sponsored training in media 
resources improvisation to be re-equipped with necessary skills in creativity 
and innovation for constant media improvisation in secondary schools. Despite 
the fact that they have been exposed to educational technology lessons and 
other related courses in their pre-service training years relating to media 
production and utilisation, they still lack technical knowledge in media 
resources improvisation. It is however important for them to go for adequate 
professional training on media resources improvisation.
v. Teachers should endeavour to attend computer training programme and learn 
how to use the internet. This will help them to get current materials on various 
topics in their subject areas. It is assumed that teachers with high computer 
efficacy should assist others to learn it and also help the school to design a 
web page with a software package because it will allow teachers to place 
standard lesson materials on internet for students to download and read.
vi. The extra-curricular activities and the school club such a Jet club, farmers’ 
club, homemakers club, debate society, press club among others should be 
used for the purpose of media improvisation by the teachers using the 
students as collaborators. For instance, many scientific apparatus and 
equipment could be improvised for by the teacher using the students through 
the use of discarded materials around the environment. Apparatus or 
equipment such as magnifying glass, bankers, funnels, electromagnet, metre 
rule, concave and convex mirror, test tube holders could be improvised for 
using local materials or substitute that are similar.
vii. School librarians also need to work out and collaborate with school teachers in 
moving a motion on practical approach on media improvisation for school 
teachers. Due to the professional competence of librarians, they can expose 
teachers to different media resources available, how to design, produce and 
utilise media resources more for effective teaching by brainstorming and 
robbing mind together.
viii School authorities also need to endeavor to collaborate with old Students 
Association and Parent-Teachers Association in order to assist in financing 
media improvisation to enhance teaching and learning processes.
ix State government through ministry of education should also collaborate with 
school management on how to embark on media resources improvisation 
campaign among teachers in secondary schools.
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Instructional media resources improvisation by teachers for effective 187
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