Investigating The Use of Instructional Materials in Teaching and Learning of French Language in Primary Schools in Abakaliki Local Government Area

Abstract

This study investigates the availability, utilization, and impact of instructional materials on the teaching and learning of the French language in primary schools within Abakaliki Local Government Area (LGA), Ebonyi State. Despite the Federal Government's policy designating French as Nigeria’s second official language, proficiency and interest at the foundational level remain significantly low. The research employs a descriptive survey design, targeting a population of French teachers and pupils across selected public and private primary schools in the capital city.Data collection was conducted using a structured questionnaire and direct classroom observations. The findings reveal a critical scarcity of modern instructional aids, such as audio-visual tools, language laboratories, and interactive software. Most educators rely heavily on traditional textbooks and chalkboards, which often fail to stimulate the auditory and visual senses necessary for early language acquisition. Furthermore, the study identifies a "utility gap," where even available materials are underutilized due to a lack of teacher technical expertise and inconsistent power supply within the LGA. The results demonstrate a strong positive correlation between the variety of instructional media used and pupil performance. The study concludes that the effective integration of visual and auditory aids is crucial for demystifying French for primary learners. Recommendations include the mandatory provision of language kits by the Ebonyi State Universal Basic Education Board (EBSUBEB) and regular capacity-building workshops for teachers to enhance their pedagogical delivery through technology.

​Keywords: Instructional Materials, French Language, Primary Education, Abakaliki LGA, Pedagogical Tools.