Non-book materials help n solving communication problem and enhance instructional efficiency during teaching and learning process.

### Why this is right The statement is true because non-book materials can make a teacher’s message easier to understand by showing or demonstrating information, rather than relying only on spoken or written words. When chosen to fit the lesson, they can make teaching more efficient by helping learners grasp ideas with less explanation. ### The concept **Non-book materials** are teaching resources other than books, such as pictures, charts, maps, recordings, videos, models, and real objects. They support communication by presenting information in a form learners can see, hear, or handle, which can clarify unfamiliar or abstract ideas. For example, a model can show the parts of an object more clearly than a verbal description alone. **Instructional efficiency** means using teaching time and effort effectively so learners can understand the material; suitable resources may help, though simply using a resource does not guarantee learning. Book materials mainly present information through written text, while non-book materials use other forms or combine them with text. ### The other options - **False**: This rejects a genuine use of non-book materials. It might seem plausible if a resource is poorly chosen or distracts learners, but appropriate materials can support communication and make instruction more effective. ### Terms - **Non-book materials**: Teaching resources that are not books, including visual, audio, audiovisual, and hands-on resources. - **Instructional efficiency**: How effectively teaching time and effort are used to help learners understand. - **Communication problem**: A difficulty in making a message clear or ensuring learners understand it. ### Remember Non-book materials can make a lesson clearer and more efficient when they suit the learning goal.