Akinola (1988) in an on-going action research investigated in Winneba District on a survey sample of teachers with several years of teaching experience; claim that learning aids improve methodology. They also claim that learning aids reduce their talk and chalk method.

Social work educators have described the traditional classroom as a mutual aid system where the teacher's role is to mediate interactions between learners and the course material (Shulman, 1970). This depiction places an emphasis on the way that students bond to achieve productive learning. Students demonstrate these mutual aid processes through dialectic discourse, data and course design sharing, peer group feedback, and the sanctioning of discussions in taboo areas. The teacher acts as a catalyst and a resource to stimulate interaction that can enhance productive work.

Interaction among students and between students and instructors influences learning. In Wulff, Nyquist and Abbott's study (1987), students reported that interactions with other students facilitated learning and that lack of instructor-student interaction was one of the biggest impediments to their education. Huff (1998) emphasized the importance of student-student and faculty-student interaction by observing that educators promote opportunities to interact. Classroom interaction promotes a sense of connectedness among class members. This allows for the development of mutual aid and thus a greater potential for learning. Through the use of Internet-based course exercises and analysis of a student survey, the following discussion will examine some ways in which distance learning and instructional technology affect opportunities to interact.

Mutual aid is also apparent as students tentatively begin to discuss taboo areas related to developing assessment and practice skills (Shulman, 1987). This process presents opportunities for group members to talk about subjects that are usually being avoided by the larger culture. These areas are often sensitive and outside of accepted norms for safe subjects of discussion.

Mutual support, an integral dynamic of mutual aid is the expression of caring, support, and empathy within the group context. Also referred to as emotional support, this particular process appears in the classroom in both concrete and affective ways because students offer help with specific activities and provide reassurance and empathy for each other.

The purpose of using any instructional aids, of course, is promoting learning. Many of the previous articles in this series have discussed method of improving certain specific instructional aides, such as programmed instruction, teaching machines, movies, television, laboratory exercises, and field trips. Much research has taken place, leading to many kinds of improvements in effectiveness of these aids. . it would appear that future research in how to choose appropriate instructional aides (or media) may prove to be of even more importance than the continuation of research to further improve aids that have already attained considerable degree of sophistication. One outcome of attention to this neglected area of research, we predict, would be evidence of the superiority of multimedia packages of instruction upon what kind of general rationale aid for general theories would one proceed to select the most appropriate instructional aid for given segments of a curriculum? There appear to be at least four general theories which might justify the concept of multimedia instruction, at least one of these theories can provide guidance in actually designing such instructions (Briggs, 1965).

Some students seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place" (Ericksen, 1978). Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom.

Unfortunately, there is no single magical formula for motivating students. Many factors affect a given student's motivation to work and to teach (Bligh, 1971). Interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem as well as patience and persistence and, of course, not all students are motivated by the same values, needs, desires or wants. Some of the students will be motivated by the approval of others, some by overcoming challenges.

A number of studies have been conducted in the area of instructional aids and level of motivation among students such as:

Jacob O. Alobo (2010) Based on the behavioral motivation theory of learning, the author of this paper describes the effect of the apt selection and use of instructional media on the teaching and learning of English as a second language in secondary schools. Two sets of questionnaire were administered respectively to ten teachers and eighty senior secondary school students drawn from five schools. In their responses to the questions, both of the respondents indicated the lack of utilization of instructional materials in the schools, Sources, principles and selection. The author suggests ways towards improving the use of instructional aids in our secondary schools to enhance better learning. Key words: English as a Second Language, instructional media, secondary schools, learning resources.

Adekola, G. (2010). This study examines the impact of instructional media on the education of youths on HIV/AIDS in Nigerian urban communities with specific focus on Port Harcourt City. The sample of the study comprised of three hundred in-school and two hundred out-of-school youths selected through random sampling process. A structured questionnaire tagged Instructional Media and HIV/AIDS Questionnaire (IMHEAQ) served as the main instrument for data collection. Three hypotheses and a research question guide the study. Data on hypotheses one and two were analyzed with Pearson Product Moment Correlation while hypothesis three and the research question were analyzed with t-test and percentage respectively. The findings revealed that there is a significant relationship between instructional media usage on HIV/AIDS education and improved knowledge of youths on the disease. The study therefore recommends that educators and program me planners should create enough roles for instructional media when planning and implementing HIV/AIDS education programmers.

Nancy Bagatell et al. (2010) in a study assess the effectiveness of therapy ball chairs on classroom participation in 6 boys with autism spectrum disorder (ASD). The sensory processing pattern of each participant was assessed using the Sensory Processing Measure. Data on in-seat behavior and engagement were collected using digital video recordings during Circle Time. During baseline, participants sat on chairs. During intervention, participants sat on therapy ball chairs. Social validity was assessed by means of a questionnaire completed by the teacher. Each child demonstrated a unique response. The ball chair appeared to have a positive effect on in-seat behavior for the child who had the most extreme vestibular–proprioceptive-seeking behaviors. Children with poor postural stability were less engaged when sitting on the therapy ball chair. The results illuminate the complex nature of children with ASD and the importance of using sound clinical reasoning skills when recommending sensory strategies for the classroom.

Anne Meremikwu and Obinna Enukoha (2010). The aim of the study was to determine the effects of the use of instructional aids, and school variables on pupils’ Mathematics achievement in both public and private schools in Cross River State, Nigeria. The study adopts the quasi – experimental research design involving pretest – posttest with the use of instructional aids as the treatment for the experimental group. School variables (school location and school type) were the main variables, while gender was the moderator variable. A random sample of 600 pupils was selected using the multi -stage sampling technique for the study. The experimental group was subjected to the treatment, which was teaching with instructional aids. The administration of the treatment lasted for six weeks. A 20–item multiple-choice Mathematics Achievement Test (MAT), designed by the researchers, with a split–half reliability index of 0.67 was the instrument used to gather data. The MAT was used as pretest and posttest for both the experimental and the control groups. Data collected from the study were subjected to the Analysis of Covariance (ANCOVA) with the pretest scores as the covariate. The results of the analysis showed that pupils’ Mathematics achievement was significantly dependent on the treatment, school type and school location but not on their gender. Also all the interactions of the treatment, gender, school type, and school location were statistically significant in explaining pupils’ Mathematics Achievement. In fact, in the urban areas, pupils in the experimental group in private schools achieved significantly higher than their counterparts in the public schools. However, in the rural areas, the difference between the mean Mathematics achievement of the pupils in private and public schools was not statistically significant.

Philippou et al. (2007) in their paper presents some preliminary results of a larger study that investigates the relationship between teachers’ practices in the mathematics classroom and students’ motivation and their achievement in mathematics. Data were collected from 321 sixth grade students through a questionnaire comprised of three Likert-type scales measuring motives, goals and interest, a test measuring students’ understanding of fraction concept and an observation protocol observing teachers behavior in the classroom. Findings revealed that the instructional practices suggested by achievement goal theory and mathematics education research promote both students’ motivation and achievement in mathematics.

Babalola Isiaka (2007) in his study conducted to determine the effectiveness of video in comparison with selected instructional media for teaching primary school pupils Agriculture and Environmental Sciences. It examined also the effect of gender and grade on the performance of the pupils taught with four instructional media. 240 pupils from 3 rural primary schools in Badagry Local government Area of Lagos State, Nigeria, were taught three topics drawn from Agriculture and Environmental sciences. The non-randomized quasi-pretest posttest experimental design was used in finding out which of the pupils in the four experimental groups – video, realia, charts and No instructional media performed best. The study revealed that the pupils taught with the video performed equally as well as those taught with real objects (Realia). While both groups performed significantly better than those taught with chart and without instructional medium. There was no significant difference in performance based on the gender. With regards to grade (Primary 5 and 6), only the group taught without instructional medium had a significant difference. The pupils in Primary 6 did better than those in Primary 5. The study concludes that video is as effective as the traditional teacher in teaching Primary school children Agriculture and Environmental issues. This confirms the assertion of many researchers of the potential of using video as an instructional medium in teaching varying subjects to adults, youths and children in the formal school system. The advantages far outweigh the disadvantages. The four methods that can be used by the teacher were recommended. An organizational structure in each state and video equipment needed for effective take off of the video programmer in Primary schools in Nigeria were suggested.

Li, L., Zheng, Y., Ogata, H. AND Yano, Y. (2005) in their paper proposes the use of streaming media to mediate knowledge building in instructional skills training within teacher education. First, this paper discusses streaming media's educational application value, and presents a simple review on instructional skills training. Based on these reviews, this paper suggests an integrated application mode of streaming media in instructional skills training, which can easily integrate the four proven instructional skills training approaches: theories learning, viewing and emulating, microteaching and teaching practice, and is promising to mediate knowledge building in the training process. Finally, this paper also addresses how to practically design streaming media based instructional skills training systems.

F.I. Ofoegbu (2004), their study addressed the issue of teacher motivation as an essential factor for classroom effectiveness and school improvement. Teacher motivation has to do with teachers' desire to participate in the education process. 772 (10%) public primary and secondary school teachers selected through strategic random sampling technique from the south eastern part of the country participated in the study. Data was collected using a survey instrument designed by the researcher. Analysis of data revealed that the participating teachers almost unanimously agreed that teacher motivation is a vital factor for classroom effectiveness and school improvement. It was therefore recommended that in this era of materialism and display of wealth in the face of widespread poverty teachers need to be adequately motivated (salaries must be paid as at when due and teaching facilities made available) for an effective viable school system.

Crow, Linda W.; Piper, Martha Kime (1985) The present study evaluated the effectiveness of instructional aids designed to improve the test scores of field-dependent students enrolled in an introductory, community college-level, geology course for non-science majors. Prior to beginning course instruction, 36 students were classified as field-dependent on the basic scores from the Witkin Embedded Figures Test. These students were then divided into a treatment group (N=18) and a control group (N=18). Instruction was the same for both groups of students, with the exception that students in the treatment group received instructional aids designed to enhance their ability to discern structural features in a natural formation. At the end of one semester of instruction, field-dependent students in the treatment group scored significantly higher on an achievement test than did field-dependent students in the control group. This finding indicates that neither students nor teachers need to change their learning and teaching styles. With a few additional instructional aids where needed, for field-dependent students in specific situations, scores on tests can be significantly improved.

Statement of the Problem:

The use of instructional aides in schools has been widely researched, but many questions are still unanswered. The needs for exploring locally available materials as an alternative for the available materials in schools, resource fullness of the teachers must be in line with the learners, curriculum and environment so that classroom teaching does not have to be retarded by lack of funds.

Hence, government must strive to develop required local technology for all its ramifications, since social studies are interested in providing solutions to main problems holistically. Many writers in social studies have pointed out the availability of instructional aides coupled with teacher’s attitude towards the utilization during classroom teaching-learning situations. The problem is that, instructional aides not available in our schools, teachers are not improving and reluctant in using them.

Objective of the study

The major objective of the present study is to determine the use of instructional aides in student’s secondary school in Jordan. Apart from the major objective, there are some minor objectives as well which are as follows:

Ø To identify the problems associated with the use of instructional aides in classroom

Ø To investigate the students motivation towards instructional aids on teaching learning process

Hypotheses of the study

In the present study following hypothesis have been formulated:

Ø There are statistically significant attributed to the gender variable among them in relation with their estimates to the problems associated with the use of instructional aides in classroom.

Ø There are statistically significant attributed to the gender variable among them in relation with their estimates to investigate the students motivation towards instructional aides on teaching learning process

METHODOLOGY

Sample

The sample of the present study consisted of 205 students. They were randomly selected from different secondary schools in Ghour Al Safi, Jordan.

Instruments

Instruments developed by the researcher were used for the study. The instrument was a questionnaire designed to tap information on instructional resources that were available in each of the schools for the teaching and learning. The student’s questionnaire comprised of (20) items, the questionnaire has two sections, motivation and instructional aides.

Validation of the Instrument

The instructional aides Perception Evaluation Scale was subjected to face and content validity by supervisor. Irrelevant items were deleted as a result of her suggestions.

Reliability of the Instrument

The Spearman – Brown formula of finding the reliability of an instrument was employed for. The coefficient of the split-half reliability of 0.89 was then obtained, thereby making the instrument good enough for the study.

Procedure

The questionnaire items were distributed to selected students, who gave prompt attention to the task of completing the questionnaire. While the subjects of study were busy completing the questionnaire, an on the spot-checking of types, quality and relevance of were assessed.

RESULTS:

The nature of this study necessitated the use of the qualitative approach. Qualitative research methodology seeks answers to questions by examining various social settings and the individuals who inhabit these settings indicates that qualitative research enables the researcher to explore, examine and analyze his or her environment so as to get answers pertaining to the study as follows.

It is evident from the table (1), the averages and standard deviations for the study sample, refer each paragraph of the first field the problems associated with the use of instructional aides in classroom, the arithmetic mean (2.67), and standard deviation (1.16) and this mean the problems associated with the use of instructional aides in classroom it is high.

It has been arranged paragraphs the field according to their importance in the table (1), explaining that paragraph, highest arithmetic Mean (2.99) to paragraph “Lack of private laboratories for the instructional aides of the good conditions in school” to explain that of the causes of the problem as identified are lack of information about available resources, lack of basic knowledge and skills by individual teachers about design, development, selection and utilization of instructional aides materials, lack of instructional aides.

Hypotheses.1 (a) there are statistically significant attributed to the gender variable among them in relation with their estimates to the problems associated with the use of instructional aides in classroom

Shown in Table No.1(a) there is a statistically significant difference on the first field variable to male ,which arithmetic mean for male (2.72) greater than arithmetic mean for female (2.46),and the value t-test ( 2.78 ) , the Level-α (α =0.006) less than α = 0.05 ,there was statistically significant. The hypothesis is accepted

Table (1) identify the problems associated with the use of instructional aides in classroom

Paragraph	SD	Mean	Ranked
Lack of private laboratories for the instructional aides of the good conditions in school	1.14	2.99	1
The lack of encouragement from the school administration for the use of instructional aids	1.14	2.96	2
The time is not sufficient to use instructional aids in class	1.14	2.81	3
Limited number of teaching aids in the school compared with students who use them	1.10	2.79	4
There is no instructional aides of learning the lessons linked to the curriculum in most cases.	1.20	2.78	5
the curriculum of various classes should be changed according to the need of instructional aides	1.15	2.70	6
The school provides instructional aides and means of assistance to be used in the different materials studied by	1.18	2.62	7
Teachers use always of modern technologies in teaching	1.17	2.59	8
The development of instructional aides has negative effect on human relationship.	1.15	2.56	9
Instructional aides the student earns skills learning better than the regular method of teaching	1.20	2.54	10
Invention of instructional aides is symbol of progressive society	1.14	2.50	11
The school seeks to provide instructional tools	1.22	2.25	12
Total	1.16	2.67	--

Result of analyses on male and female students to find out the extent of contribution of the problems associated with the use of instructional aides in classroom presented as follows:

Table.1 (a)

Field	Variable		S.D	Mean	t-test	Level-α
The problems associated with the use of instructional aides in classroom	Gender	Male	0.56	2.72	2.78	0.006
		Female	0.53	2.46

٭significant at 0.05 level

On observing the above table (2) the averages and standard deviations for the study sample, refer each paragraph of the second field the students motivations towards instructional aids on teaching learning process, the arithmetic mean (2.59), and standard deviation (1.06) and this mean the students motivations towards instructional aids very good.

It has been arranged paragraphs the field according to their importance in the table (1), explaining that paragraph, highest arithmetic Mean (3.43) to paragraph “I have a strong motivation to achieve good marks after the use of teaching aids in teaching” to explain that of the motivations to use instructional aides towards the use of teaching aids, related to students achievement because, it help them to acquire information and skills, the sensory experience of educational.

Hypotheses. 2 (a) there are statistically significant attributed to the gender variable among them in relation with their estimates to investigate the students’ motivation towards instructional aids on teaching learning process

Result of analyses on male and female students to find out the extent of contribution of the students’ motivation towards instructional aids on teaching learning process presented as follows:

Shown in Table No. 2(a) there are statistically significant attributed to the gender variable among them in relation with their estimates the students’ motivation towards instructional aids on teaching learning process variable to male ,which arithmetic mean for female (2.74) greater than arithmetic mean for male (2.42),and the value t-test (4.39) , the Level-α (α =0.000) less than α = 0.05, there was statistically significant. The hypothesis is accepted.

DISCUSSIONS:

One of the fields that most obstacles the use of instructional aides is the field pertaining to the production of the instructional aides, this field stands first the next one is the field pertaining to the available possibilities. The third one is that field related to supervision and school administration. The field which occupies the forth rank is

related to the use of instructional aides. The final position is occupied by the field pertaining to the informational obstacles.

Renewing the instructional aides continually to cope with developed of science and allocating part of the annual budget for every school to buy the necessary instructional tools, materials and other equipments, vitalizing and encouraging work in educational aids centers and establishing workshops for maintaining and producing educational aids.

There are many factors helps in raising the motivation to learn about educational practices in the classroom, and administrative factors related to program planning and implementation.

Teacher is very important for teaching, who deals with students long hours of their day, he can make changes and adjustments in their behavior more than any other person. He is hope to be an effective, active, organizer, and exciting for the motivation. However, there are certain practices by some teachers intentionally or unintentionally help to higher motivation, including:

Ø Identify the types of enhancements that respond to the students.

Ø Trends in the behavior teacher in classroom (the teacher's control on Class all time).

Ø The students Participation to explain the class objectives.

Ø The adoption of the teacher on the methods and modern teaching methods (discovery, problem solving, etc).

Delimitation of the study

The study is set out to determine the use of instructional aides, the study restricted to only students, in secondary schools in Ghour Alsafi-jordan on 2010-2011.

REFERENCES:

· Adeyanju, J.L. (1986); the role of education technology in pre-primary education technology and the 6-3-3-4 education system, Nigeria Association for Educational Media and Technology (NAEMT) 30-38

· Adegun, S. (1997) Instructional materials. In Balogun J.O. et al. (Ed.) the Basics of Teaching Practice Jos: Academic Trust Fund.

· Adekola, G. (2010) The Impact of Instructional Media on the Education of Youths on HIV/AIDS in Nigeria Urban Communities. International Journal of Scientific Research in Education, 3(1)

· Akinola J.A. (1988); Improving teaching and learning: An examination of the lectureapproach in teaching at Obafemi Awolowo University. Ife Journal of Theory and Research in Education, 1, (1), 112

· Anne Meremikwu and Obinna Enukoha,(2010) Instructional aids, school variables and pupil’s Mathematics achievement in primary schools in Cross River State, NigeriaDepartment of Curriculum and Teaching, Faculty of Education, University of Calabar, Calabar Nigeria. Joubert, M. and Andrews, P. (Eds.) Proceedings of the British Congress for Mathematics Education April 2010

· Azikiwe, U. (2007) Language Teaching and Learning. Onitsha: Africana-First Pubs

· Babalola Isiaka,(2007) Effectiveness of video as an instructional medium in teaching rural children agricultural and environmental sciences Lagos State University, Nigeria International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2007, Vol. 3, Issue 3, pp. 105-114.

· Bligh, D. A. What's the Use of Lecturing? Devon, England: Teaching Services Centre, University of Exeter, 1971.

· Crow, Linda W.; Piper, Martha Kime,(1985) The Effects of Instructional Aids on the Achievement of Community College Students Enrolled in a Geology Course Academic Achievement; College Science; Community Colleges; Field Dependence Independence; Geology; Instructional Materials; Science Education; Science Instruction; Two Year Colleges Science Education Research.

· Ericksen, S. C. "The Lecture." Memo to the Faculty, no. 60, Ann Arbor: Center for Research on Teaching and Learning, University of Michigan, 1978.

· F.I. Ofoegbu,(2004) Teacher Motivation: A Factor for Classroom Effectiveness and School Improvement in Nigeria Journal article by F.I. Ofoegbu; College Student Journal, Vol. 38, 2004

· Hazim, Anya Maher Ahmed, (2009) the Effect of Using Guided Discovery with Instructional Aids in Achievement Retention and Transfer for Basic Eight Graders in Mathematics in Qalqilia Governorate, Educational Science - Methods of Teaching Mathematics

· Huff, M. T. (1998). Students' use of e-mail and a list serve in distance education courses. Paper presented at the Information Technologies for Social Work Education and Practice Conference, Charleston, SC.

· Jacob O. Alobo, , 2010 Page 106 Towards selection of instructional aides for effective teaching and learning of English As A Second Language In Secondary Schools Department of English, Federal College of Education, Kano Journal of the Nigeria English Studies Association (JNESA) 13:2 106

· Leslie J. Briggs,( 1965) Instructional Aids. The Journal of Higher Education, Vol. 36, No. 9, Published by: Ohio State University Press

· Li, L., Zheng, Y., Ogata, H. AND Yano, Y. (2005) Using Streaming Media to Facilitate Knowledge Building in Instructional Skills Training. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 2188-2193) Chesapeake, VA: AACE.

· Marilena Pantziara George Philippou (2007) Endorsing motivation: identification of instructional practices Department of education –university of Cyprus proceedings the international group for the psychology of mathematics education.

· Mitchell, T.R.; Daniels, D. (2003) Motivation Handbook of Psychology, Vol. 12. Industrial Organizational Psychology, ed. W.C. Borman, D.R. Ilgen, R.J. Klimoski, pp. 225–54. New York: Wiley

· Nancy Bagatell, Gina Mirigliani, Chrissa Patterson, Yadira Reyes and Lisa Test, (2010) Effectiveness of Therapy Ball Chairs on Classroom Participation in Children With Autism Spectrum Disorders, the American journal of occupational therapy.

· Shulman, L. (1970, November). The hidden group in the classroom, Learning and Development 2(3), 1-6

· Shulman, L. (1987) the hidden group in the classroom: The use of group process in teaching group work practice. Journal of Teaching in Social Work, 1(2), 3-31.

· Singh, N. (2001) Organizational Behavior Concepts, Theory and Practice. New Delhi: Deep AND Deep Publication PVT.LTD.

· Wulff, D. H., Nyquist, J. D., AND Abbott, R. D. (1987) Students' perceptions of large classes. In M. Gleason Weimer (Ed.), Teaching large classes well (pp. 17-30). San Francisco: Jossey-Bass.

APPENDIX:

Questionnaire for students

Below are given (22) items means for measuring study

The reality of using instructional aids in teaching, and study motivations of secondary school students in Jordan.

You are requested to read each statement very carefully and put tick mark on any of the five (5) alternative response category that represents your feeling truly.

1- Gender: male / female

In this questionnaire statements are given accompanied by options in the form of

Strongly Agree SA

Agree A

Undecided U

Di agree DA

Strongly disagree SDA

Paragraph	SA	A	U	DA	SDA
Teachers use always of modern technologies in teaching
The school provides instructional aides and means of assistance to be used in the different materials studied by
The time is not sufficient to use instructional aids in class
There is no instructional aides of learning the lessons linked to the curriculum in most cases.
Limited number of teaching aids in the school compared with students who use them
The lack of encouragement from the school administration for the use of instructional aids
The school seeks to provide instructional tools
Lack of private laboratories for the instructional aides of the good conditions in school
the curriculum of various classes should be changed according to the need of instructional aides
The development of instructional aides has negative effect on human relationship.
Instructional aides the student earns skills learning better than the regular method of teaching
Invention of instructional aides is symbol of progressive society
I have motivation to prepare notes, after teaching through instructional aides related to topics.
I have a strong motivation to achieve good marks after the use of teaching aids in teaching
I do not like to take help of instructional aids for my studies
Use of different instructional aides has made out life enjoy full easy and fast.
Instructional aides provides solution of emerging problems and values of contemporary society with it is roots in science and technology
I have a desire to expand the education through instructional aides
motivations from the use of instructional aides is help develop confidence in students
I make instructional aides codes for important terms so that I can recall them easily.
I felt appreciated in the class when use instructional aides
I had power to create supportive learning use instructional aides in the class