Volume 12 Issue 2 (2023)

Teachers’ Effective Use of Educational Resources and Their Effect on Students’ Learning

pp. 83-98  |  Published Online: December 2023  |  DOI: 10.22521/unibulletin.2023.122.4

Jacob Kola Aina, Azeez Adebayo Abdulwasiu


Purpose/Background – Numerous educational resources are accessible in the 21st century that may be used to help students learn. These materials must therefore be investigated by teachers, and instructors need to be resourceful in order to improve students’ learning in the 21st century. This study presents information and ideas on the traits, skills, and effects of resourceful teachers on how students learn.

Materials/Method – In this review, the author consulted literature and empirical data from the most recent scholarly works, including edited books, peer-reviewed journal articles, and other academic research.

Practical Implications – Any educational institution would benefit greatly from recruiting resourceful teachers. Today’s teachers need to be resourceful in many different ways, such as being able to work constructively and collaboratively with others, and to make use of appropriate technology, including the latest free and open-source Internet resources. Students’ academic performance, retention, motivation, and other aspects are assumed to be influenced by a teacher’s resourcefulness, among other things.

Conclusion – Teachers must be resourceful in order to improve the ways in which students learn in the 21st century. Teachers can improve how they work as educators by utilizing the varied materials at their disposal. Teachers that are considered resourceful display traits that demonstrate how they maximize the benefits of using all of the resources available to them.

Keywords: Creativity, collaboration, feedback, motivation, resourcefulness, technology


Agormedah, E. K., Henaku, E. A., Ayite, D. M. K., & Ansah, E. A. (2020). Online learning in higher education during COVID-19 pandemic: A case of Ghana. Journal of Educational Technology & Online Learning, 3(3), 183-210. https://doi.org/10.31681/jetol.726441

Ahea, M., Ahea, R. K., & Rahman, I. (2016). The value and effectiveness of feedback in improving students’ learning and professionalizing teaching in higher education. Journal of Education and Practice, 7(16), 38-41. https://iiste.org/Journals/index.php/JEP/article/view/31077

Aina, J. K. (2018). Physics learning and the application of multiple intelligences. Revista Brasileira de Gestão Ambiental e Sustentabilidade, 5(9), 381-391. https://doi.org/10.21438/rbgas.050926

Aina, J. K. (2022). Science education students’ perceptions of single-parenting impacts on science learning. African Journal of Humanities & Contemporary Education Research, 3(2), 15-25. https://publications.afropolitanjournals.com/index.php/ajhcer/article/view/60

Aina, J. K., & Olanipekun, S. S. (2018). Mobile-Learning (M-Learning) through WhatsApp messaging, Facebook, and YouTube, Nigeria. Education Journal, 1(3), 111-121, https://doi.org/10.31058/j.edu.2018.13008

Akturk, A. O., & Saka Ozturk, H. (2019). Teachers’ TPACK levels and students’ self-efficacy as predictors of students’ academic achievement. International Journal of Research in Education and Science, 5(1), 283-294. https://www.ijres.net/index.php/ijres/article/view/543

Al-Kandari, E. A., Ramdane, T., & Nordin, M .S. (2018). Difficulties faced by science teachers in selected public schools in Kuwait: A descriptive study. IIUM Journal of Educational Studies, 6(2), 31-48. https://doi.org/10.31436/ijes.v6i2.228

Andrews, J. J., & Rapp, D. N. (2015). Benefits, Costs, and challenges of collaboration for learning and memory. Translational Issues in Psychological Science, 1(2), 182-191. http://dx.doi.org/10.1037/tps0000025

Balarabe, S., Aisha, M. A.,Rahanatu, A. K., & Ibrahim, H. B. (2019). A Survey on teacher’s variables responsible for student poor academic performance in biology. A case study of Zaria educational zone of Kaduna State, Nigeria. International Journal of Innovation Education and Research, 7(7), 513-527. https://doi.org/10.31686/ijier.Vol7.Iss7.1630

Bell, S. E., & Sexton, S. S. (2018). Science education professional development for primary/elementary teachers: A tale of two systems. Science Education International 29(2), 117-123. https://doi.org/10.33828/sei.v29.i2.7

Brataas, G., & Janset, I. S. (2023). From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding? Teaching and Teacher Education, 132, Article 104206. https://doi.org/10.1016/j.tate.2023.104206

Burns, M., Santally, M. I., Halkhoree, R., Sungkur, K. R., Juggurnath, B., & Rajabalee, Y. B (2019). Information and Communications Technologies and Secondary Education in Sub-Saharan Africa: Policies, Practices, Trends and Recommendations. Mastercard Foundation.

Chigeza, P. (2022). Preservice Teachers’ Wellbeing in Mathematics Education. Australian Journal of Teacher Education, 47(12), 37-52. http://dx.doi.org/10.14221/1835-517X.5980

Child, S., & Shaw, S. (2016). Collaboration in the 21st century: Implications for assessment. Research Matters, 2016(22), 17-22. https://doi.org/10.17863/CAM.100344

Clement, A., & Rencewigg, R. (2020). Qualities of effective teachers: students’ perspectives. International Journal of Advances in Engineering and Management, 2(10), 365-368. https://www.ijaem.net/past-issue-volume.php?issueid=23&title=Volume%202%20,%20Issue%2010,%20October%202020#

Collie, R. J., & Martin, A. J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38(1), 27-39. https://doi.org/10.7459/ept/38.1.03

Curtis, R. (2017). Increasing Engagement and Motivation [Unpublished dissertation]. Faculty of Education Department, Carson-Newman University.

Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education, 92, Article 103072. https://doi.org/10.1016/j.tate.2020.103072

Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16-37. https://doi.org/10.9734/AJESS/2020/v10i430273

Gager, E. A., & Percival, J. (2022). More than just workload: Factor influencing the success and retention of new teachers. Teacher Education Advancement Network Journal, 14(1), 120-131. https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/705

Gargrish, S., Kaur, D. P., Mantri, A., & Sharma, B. (2022). Factors affecting memory retention in K-12 students for the development of AR-Based Learning Application. In N. Marriwala, C. C. Tripathi, S. Jain, & S. Mathapathi (Eds.), Emergent Converging Technologies and Biomedical Systems (pp. 447-456). Springer. https://doi.org/10.1007/978-981-16-8774-7_36

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191. https://www.ijres.net/index.php/ijres/article/view/79

González-Zamar, M. D., Abad-Segura, E., & Bernal-Bravo, C. (2020). COVID-19 and creative university learning spaces. Research trends. International Journal of Educational Research and Innovation, 15, 82-100. https://doi.org/10.46661/ijeri.5126

Harati, R. (2012). Collaboration teaching and its role on education performance and students achievement. European Journal of Experimental Biology, 2(6), 2182-2187. https://www.primescholars.com/articles/collaboration-teaching-and-its-role-on-education-performance-and-studentsachievement.pdf

Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning. Routledge.

Ihsan, M., Atta, M. A., & Shahbaz, M. (2019). Relationship between classroom organizational skills and professional attitude of primary schools teachers and head teachers regarding students’ motivation in district D.I.KHAN. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 11(3), Article 11A03R. http://doi.org/10.14456/ITJEMAST.2020.58

Ilma, S., Al-Muhdhar, M. H. I., Rohman, F., & Saptasari, M. (2020). Students collaboration skills in science learning. In W. Kusmaryani, M. Arifin, J. B. Darmayasa, & S. Wulandari (Eds.), Proceedings of the 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020) (pp. 204-208). Springer. https://doi.org/10.2991/assehr.k.211219.037

Isa, S. G., Mammam, M. A., Badar, Y., & Bala, T. (2020). The impact of teaching methods on academic performance of secondary school students in Nigeria. International Journal of Development Research, 10(6), 37382-37385. https://doi.org/10.37118/ijdr.18223.07.2020

Johnson, D. (2017). The role of teachers in motivating students to learn. BU Journal of Graduate Studies in Education, 9(1), 46-49. https://www.brandonu.ca/master-education/files/2023/06/BU-Journal-of-Graduate-Studies-in-Education-2017-vol-9-issue-1.pdf

Kelly, K., Merry, J., & Gonzalez, M. (2018). Trust, collaboration and well-being: Lessons learned from Finland. SPRATE Journal, 27(2), 34-39. https://www.srate.org/JournalEditions/Volume27-2/Manuscript%2005.Kelly.pdf

Khan, A., Khan, S., Zia-Ul-Islam, S., Khan, M. (2017). Communication skills of a teacher and its role in the development of the students’ academic success. Journal of Education and Practice, 8(1), 18-21. https://iiste.org/Journals/index.php/JEP/article/view/35059

Kirimi, K. (2013). Impact of information communication technology on education – Kenya. Journal of Information Engineering and Application, 3(13), 62-70. https://www.richtmann.org/journal/index.php/jesr/article/view/1861

Kuusisto, E., & Tirri, K. (2021) The challenge of educating purposeful teachers in Finland. Education Science, 11(1), Article 29. https://doi.org/10.3390/educsci11010029

Lavonen, J., Mahlamäki-Kultanen, S., Vahtivuori-Hänninen, S., & Mikkola, A. (2020). A collaborative design for a Finnish teacher education development programme. Journal of Teacher Education and Educators, 9(2), 241-262. https://dergipark.org.tr/en/pub/jtee/issue/56618/728673

Lawal, M. B., & Braimoh, D. S. (2018). The Nigerian teacher education industry: Gaps, challenges and prospects. International Journal of Arts Humanities and Social Sciences, 3(1), 47-56. http://www.ijahss.com/Paper/03012018/1079495488.pdf

Maganda, D. (2016). Enhancing learning in Africa through students’ collaboration with parents, teachers and peers. World Journal of Education, 6(2), 1-11. https://doi.org/10.5430/wje.v6n2p1

Malhotra, G. (2020). Relevance of technology in teachers’ learning and teaching. ResearchGate. https://www.researchgate.net/publication/339587277_Relevance_of_technology_in_teachers’_learning_and_teaching

Manning, M., Wong, G. T. W., Fleming, C. M., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of Educational Research, 89(3), 370-415. https://doi.org/10.3102/0034654319837540

Morel, N. J. (2014). Setting the stage for collaboration: An essential skill for professional growth. The Delta Kappa Gamma Bulletin, 81(1), 36-39. https://www.proquest.com/openview/befbfa539de6e009e820528857428f2a/1?pq-origsite=gscholar&cbl=47978

Mutlu-Guilbak, G. (2023). Expectations for training mentors: Insights from a preservice language teacher education program. Educational Process, 12(2), 76-92. https://doi.org/10.22521/edupij.2023.122.5

Mutse, D. (2016). The role of communication skills in teaching process. In V. Chis & I. Albulescu (Eds.), Education, Reflection, Development – ERD 2016. The European Proceedings of Social & Behavioural Science (Vol 18, pp. 430-434). Future Academy. https://doi.org/10.15405/epsbs.2016.12.52

Muzira, D. R., & Bondai, B. M. (2020). Perception of educators towards the adoption of education 5.0: A case of a state university in Zimbabwe. East African Journal of Education and Social Sciences, 1(2), 43-53. https://doi.org/10.46606/eajess2020v01i02.0020

Nwokeocha, S. (2021). Impact of Covid-19 on teaching and learning in Africa assessed by the education unions. Journal of Education and Learning, 10(4), 15-26. https://doi.org/10.5539/jel.v10n4p15

Oke, A. A. (2020). Teachers’ teaching methods and students’ academic performances in Ibarapa east local government area secondary schools. International Journal of Advanced Academic Research, 6(10), 15-28. https://doi.org/10.46654/ij.24889849.a61012

Omoso, E., & Odindo, F. (2020). TPACK in teacher education: Using pre-service teachers’ self-reported TPACK to improve pedagogic practice. International Journal of Education and Research, 8(5), 125-138. https://www.ijern.com/journal/2020/May-2020/12.pdf

Organisation for Economic Co-operation and Development. (2014). Implications of the problem: solving assessment for policy and practice. In PISA 2012 Results: Creative Problem Solving (Volume V): Students’ Skills in Tackling Real-Life Problems. OECD Publishing. https://doi.org/10.1787/9789264208070-10-en

Petrescu, A. A., Stăncescu, I., & Drăghicescu, L. M. (2018). The teacher`s reflective practice – A premise of the quality education. In E. Soare, & C. Langa (Eds.), Education Facing Contemporary World Issues (pp. 1433-1439). European Proceedings. https://doi.org/10.15405/epsbs.2019.08.03.176

Pillado, I. A., Futalan, M. C. Z., & Comighud, S. M. (2020). Factors on memory retention: effect to students’ academic performance. International Journal for Research in Mathematics and Statistics, 6(4), 1-25. https://doi.org/10.5281/zenodo.3780621

Pishghadam, R., Nejad, T. G., & Shayesteh, S. (2012). Creativity and its relationship with teacher success. BELT Journal Porto Alegre, 3(2), 204-216. https://revistaseletronicas.pucrs.br/index.php/belt/article/view/10926

Ruth, U. N., Dick, M. A., & Chioma, D. N. (2021). Influence of teachers creativity on the academic performance of senior secondary school students in Port Harcourt metropolis: implication for counselling. International Journal of Innovative Education Research, 9(3), 84-99. https://seahipaj.org/journals-ci/sept-2021/IJIER/full/IJIER-S-11-2021.pdf

Sanchez, A., Marcos, J. M., Gonzalez, M., & GuanLin, H. (2012). In service teachers attitudes the use of ICT in the classroom. Procedia - Social and Behavioral Sciences, 46, 1358-1364. http://dx.doi.org/10.1016/j.sbspro.2012.05.302

Sharma, T., & Sharma, S. (2021). A study of YouTube as an effective educational tool. Journal of Contemporary Issues in Business and Government, 27(1), 2686-2690. https://www.cibgp.com/issue-content/a-study-of-youtube-as-an-effective-educational-tool-1802

Sidgi, L. F. S. (2022). The Benefits of using collaborative learning strategy in higher education. International Journal of English Literature and Social Sciences, 7(6), 217-224. https://dx.doi.org/10.22161/ijels.76.31

Singh, M. (2021). Acquisition of 21st Century Skills Through STEAM Education. Academia Letters, Article 712. https://doi.org/10.20935/AL712

Stacey, M., & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith, and passion. Discourse: Studies in the Cultural Politics of Education. Advance online publication. https://doi.org/10.1080/01596306.2023.2216648

Sumathi, K., & Selvarani, K. (2020). Relevance of ICT tools in teaching-learning exploiting flipped classroom. Journal of Critical Reviews, 7(13), 1048-1052. https://www.jcreview.com/admin/Uploads/Files/61b3172a97c5d1.31767232

Surahman, E., Thaariq, Z. Z. A., Qolbi, M., & Setiawan, A. (2020). Investigation of the high school teachers TPACK competency in South Garut, West Java, Indonesia. In I. Gunawan, A. P. Putra, N. L. S. Nuraini, P. S. Cholifah, E. Surahman, D. A. Dewantoro, T. A. Rini, R. F. Pradipta, K. M. Raharjo, D. Prestiadi, & M. A. Ma’sum (Eds.), Proceedings of the 6th International Conference on Education and Technology (ICET 2020) (pp. 461-466). Atlantis. https://doi.org/10.2991/assehr.k.201204.089

Şen Akbulut, M., & Öner, D. (2021). Developing pre-service teachers’ technology competencies: a project-based learning experience. Cukurova University Faculty of Education Journal, 50(1), 247-275. https://dergipark.org.tr/en/pub/cuefd/issue/59484/753044

Terry, H., Umbase, R. S., Pelealu, A. E, Burdam, Y., & Dasfordate, A. (2018). Teacher creativity and school climate. In A. D. Witjaksono, D. Tandyonomanu, A. O. T. Awaru, T. Pangalila, Tsuroyya, A M. Fauzi, R. N. B. Aji, D. A. Larasati, I. P. M. H. Purba, G. W. Pradana, & Y. Lestari (Eds.), Proceedings of the 1st International Conference on Social Sciences (ICSS 2018) (pp. 708-710). Atlantis. https://doi.org/10.2991/icss-18.2018.143

Uçar, R. (2022). The relationship between secondary school teachers’ creativity and job satisfaction. International Journal of Progressive Education, 18(4), 31-42. https://doi.org/10.29329/ijpe.2022.459.3

Usak, M., Uygun, H., & Duran, M. (2022). The effects of science teachers’ pedagogical content knowledge on students’ attitudes toward science and their achievement. Journal of Baltic Science Education, 21(4), 694-705. https://doi.org/10.33225/jbse/22.21.694

Van Donge, R. (2018). Authentic Learning Experiences: Investigating How Teachers Can Lead Their Students to Intrinsic Motivation in Meaningful Work [Master’s thesis, Dordt University]. https://digitalcollections.dordt.edu/med_theses/119

Vero, K., & Puka, E. (2017). The Importance of motivation in an educational environment. Formazione & Insegnamento, XV(1), 57-66. https://doi.org/107346/-fei-XV-01-17_05

Vrapi, E., & Zekaj, X. (2015). Importance of video aids’ usage in teaching and learning process of English language classes. European Journal of Interdisciplinary Studies, 1(3), 160-169. https://doi.org/10.26417/ejis.v3i1.p160-169

White, W., & Malkus, A. (2019). Teacher emotions matter: bridging teacher learning and mathematics instruction in the early years using an affective instruction design. Teacher Education Advancement Network Journal, 11(4), 21-34. https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/577

Wijaya, T. T. (2020). How Chinese students learn mathematics during the coronavirus pandemic. International Journal of Educational Research and Innovation, 15, 1-16. https://doi.org/10.46661/ijeri.4950

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-Based Learning: A Critical Analysis of The Research Published in 2003-2013 and Future Visions. In M. Marquand, S. White, & M. A. Lakhani (Eds.), Sixth International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2014) (pp. 112-119). IARIA. http://personales.upv.es/thinkmind/eLmL/eLmL_2014/elml_2014_5_30_50050.html



► New issue coming soon! (Volume 13 Issue 1, 2024)

Call for Papers

UNIBULLETIN is calling for submissions. Authors are invited to submit papers from the all fields of the Education (General) and Social Sciences (General) in the international context. All submissions should be presented only in English.