Effects of Instructional Materials on Literacy Levels of Learners among Primary Schools in Helsinki, Finland
Instructional materials are many different tools and resources used by teachers to facilitate learning and encourage the learning process. The study sought to examine the effects of instructional materials on literacy levels of learners among primary schools in Helsinki, Finland. Learner-centered instructional materials encourage meaningful learning and makes learning more enjoyable. Nowadays primary school entry ages make it extremely convenient to employ instructional materials. Literacy is the ability to read, write, talk and listen in a manner that enables people to successfully communicate and make sense of the outside world. Literacy is highly valued in Finland, where over half of all young children can read before entering school. At the pre-school level, play-like activities and emergent literacy are prioritized. The study used the descriptive research design. The target population was 30 primary schools in Helsinki, Finland. The research did sampling of 15 participants that were chosen from the target population of 30 primary schools in Helsinki, Finland. Questionnaires were utilized to gather the data. The study concluded that instructional materials have a significant impact on the literacy levels of learners. The quality and relevance of instructional materials can affect how well learners comprehend and retain information, and ultimately, their ability to read, write, and communicate effectively. Effective instructional materials should be designed with the learner in mind, taking into account their age, reading level, cultural background, and learning style. The study recommended that the government should set aside enough funds to increase the number of instructional materials in primary schools. The government should locate materials centers to make it easier for teachers to borrow or collect teaching materials that are unavailable in primary schools.
Keywords: Instructional Materials, Literacy Levels, Learners, Schools, Finland
Ashleigh, F. (2020). Not All Finns Think Alike: Varying Views of Assessment in Finland. International Journal of Education Studies, 13(1), 1-10. https://doi.org/10.5539/ies.v13n1p1
Barus, I. R. G., Simanjuntak, M. B., & Resmayasari, I. (2021). Reading Literacies through Evieta-Based Learning Material: Students'perceptions (Study Case Taken from Vocational School-IPB University). Journal of Advanced English Studies, 4(1), 15-20.
Dellmann, S. (2020). A Million Pictures: Magic Lantern Slides in the History of Learning (Vol. 6). Indiana University Press.https://doi.org/10.2307/j.ctv14rmqjp
Dong, X., & Hu, J. (2019). An exploration of impact factors influencing students' reading literacy in Singapore with machine learning approaches. International Journal of English Linguistics, 9(5), 52-65. https://doi.org/10.5539/ijel.v9n5p52
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44.https://doi.org/10.1002/rrq.411
Dumpang, C. N., Sedanza, M. A. C., & Las Johansen, B. (2021). Needs Assessment of Grade 8 Instructional Materials in Teaching Filipino: A Phenomenology, 71(1), 7-7. https://doi.org/10.47119/IJRP100711220211758
Fauzi, I., & Chano, J. (2022). Online Learning: How Does It Impact on Students' Mathematical Literacy in Elementary School? Journal of Education and Learning, 11(4), 220-234. https://doi.org/10.5539/jel.v11n4p220
Gomwalk, N. V. (2021). Effects of Instructional Materials on Teaching of Civic Education to Pupils with Hearing Impairment in MTC, Jos, Plateau State. KIU Journal of Social Sciences, 7(2), 145-152.
Gupta, A., & Pathania, P. (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Education and Information Technologies, 26(1), 843-857. https://doi.org/10.1007/s10639-020-10294-1
Le, X. C. (2021). Charting sustained usage toward mobile social media application: the criticality of expected benefits and emotional motivations. Asia Pacific Journal of Marketing and Logistics. https://doi.org/10.1108/APJML-11-2020-0779
Lee, O., Llosa, L., Grapin, S., Haas, A., & Goggins, M. (2019). Science and language integration with English learners: A conceptual framework guiding instructional materials development. Science Education, 103(2), 317-337. https://doi.org/10.1002/sce.21498
Listiani, N. K. M., Suwastini, N. K. A., Dantes, G. R., Adnyani, N. L. P. S., & Jayantin, I. G. A. S. R. (2021). YouTube as digital learning resources for teaching bilingual young learners. In 2nd International Conference on Technology and Educational Science (ICTES 2020) (pp. 156-162). Atlantis Press. https://doi.org/10.2991/assehr.k.210407.230
Matheson, K., Plangger, K., Kietzmann, J., Vella, J., & Grant, P. (2019). The serious side to funny cartoons: understanding public perception of wine through cartoon content analysis. Journal of wine research, 30(2), 95-106. https://doi.org/10.1080/09571264.2019.1587396
Pimada, L. H., Toba, R., & Rasyidi, A. W. (2020). Learning of Imla'Using Flashcards on Writing Skill at Islamic Elementary School Level in Samarinda. Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 3(1), 1-16. https://doi.org/10.22219/jiz.v3i1.11682
Pun, J., Thomas, N., & Bowen, N. E. J. A. (2022). Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers' and Students' Experiences at a Hong Kong Secondary School. Sustainability, 14(4), 2168. https://doi.org/10.3390/su14042168
Salmela-Aro, K., & Chmielewski, A. K. (2019). Socioeconomic inequality and student outcomes in Finnish schools. In Socioeconomic inequality and student outcomes (pp. 153-168). Springer, Singapore. https://doi.org/10.1007/978-981-13-9863-6_9
Segal, A. J. (2019). Commercial immanence: the poster and urban territory in nineteenth-century France. In Advertising and the European City (pp. 113-138). Routledge. https://doi.org/10.4324/9780429460647-6
Söderström, J. (2020). Life diagrams: A methodological and analytical tool for accessing life histories. Qualitative Research, 20(1), 3-21. https://doi.org/10.1177/1468794118819068
Sun, H., Toh, W., & Steinkrauss, R. (2020). Instructional strategies and linguistic features of kindergarten teachers' shared book reading: The case of Singapore. Applied Psycholinguistics, 41(2), 427-456. https://doi.org/10.1017/S0142716420000053
Torppa, M., Soodla, P., Lerkkanen, M. K., & Kikas, E. (2019). Early prediction of reading trajectories of children with and without reading instruction in kindergarten: A comparison study of Estonia and Finland. Journal of Research in Reading, 42(2), 389-410. https://doi.org/10.1111/1467-9817.12274
Williams, R., Park, H. W., Oh, L., & Breazeal, C. (2019). Popbots: Designing an artificial intelligence curriculum for early childhood education. In Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 33, No. 01, pp. 9729-9736). https://doi.org/10.1609/aaai.v33i01.33019729