Abstract:
The main objective was to investigate teachers' perception of development and use of instructional materials in Kesses Division of Wareng District. The study tried to answer one main research question that was, what factors influence the teachers' perception of the process of developing and using instructional materials in Lower Primary School teaching? The research variables include; the teachers use of instructional materials, the attitude of the teachers towards the development of instructional materials and how the materials are used during teaching instruction. The study adopted Jean Piaget's (1968) cognitive theory of learning, with a focus on the concrete operationals stage (7-11 years). It is a stage where a child transforms in his/her mind ordinary objects as she/he plays with them. He/she begins to learn the qualities of materials as she/he uses them. The theory considers how instructional materials are perceived by teachers to help children's cognitive structure develop. The target population were teachers of Lower Primary School Classes in Kesses Division of Wareng District. Data was collected using questionnaire, interview and observation schedules. Inferential Statistics (chi-square and t-test) were used in analysis of the data collected. The findings of this study showed that the teachers' perception of development and use of instructional materials were generally negative. The higher frequency 39 (54.2) which respondents expressed that they sometimes use instructional materials is a clear proof that teachers do not normally use instructional materials as required. On the basis of findings, it was recommended that teachers would search for the best modalities of selecting the best instructional materials which would benefit the learners; that teachers should take an active role ensuring Lower Primary School Classes have what they require in terms of instructional materials and strictly used for purpose of teaching Lower Primary School classes. That seminars be organized where teachers should share positive ideas about instructional materials and do away with negative ideas which affect the effective use of instructional materials.
