Lack of Teaching Learning materials: A Contributory Factor to ineffective delivery in Ghanaian Language lessons in basic schools in Ghana

Abstract

This paper examined the lack of teaching learning materials as one of the  contributory factors to ineffective delivery of Ghanaian Language lessons in basic  schools in Ghana. The purpose was to investigate and whip up the interest of  the stakeholders in general for the awareness of the significance of the teaching  learning materials in the teaching profession. The study confined itself with  primary source of data. Other authorities work in relation to teaching learning  materials were consulted and reviewed to match up with the study. Descriptive  design was adapted for the investigation. The purposive sampling technique was  used to elicit significant information for the analysis. Data was collected through  interviews and observations. One hundred and fifty (150) participants were  involved in the investigation. The theory that underpinned this study was Multiple  Intelligences theory. This theory suggests that students have different strengths  and preferences when it comes to learning, and that effective teaching and learning  materials should be designed to accommodate a variety of learning styles. This can  involve incorporating visual aids, auditory cues, or other techniques that cater for  different learning preferences. The investigation revealed that effective teaching  and learning require adequate instructional materials, inluding textbooks,  reference books, workbooks, audiovisual aids, and other relevant teaching aids.  Therefore, lack of teaching learning materials creates unconducive classroom  engagement.