Adekola Tede Complete

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CHAPTER ONE

INTRODUCTION

Background to the Study

Instructional materials are print and non-print items that are

designed to impart information to students in the educational process.

Instructional materials include items such as kits, textbooks,

magazines, newspapers, pictures, recordings, slides, transparencies,

videos, video discs, workbooks, and electronic media included but not

limited to music, movies, radio, software, CD-ROMs, and online

services.

Instructional material plays a very important role in the

teaching-learning process. It enhances the memory level of the

students. At this time, education has spread wide and the entirely oral

teaching cannot be the key to successful pedagogy; therefore, the

teacher has to use instructional material to make the teaching-learning

process interesting (Nicholls, 2000). The use of instructional material

can enhance the learning achievement.

Use of instructional material can appeal to the individual

attention by creating interest. Since goals direct efforts, the teachers

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problem of motivation is essentially one of arranging situation with

instructional material in which the learner will see goals he wants to

attain.

The use of instructional material can facilitate the decision of a

person toward taking right action. If instructional material is used, the

prediction would be rewarding and consequences will justify the work

done by person, he will feel full satisfaction. Instructional material is

used efficiently and actively to facilitate the teaching-learning process

in most of the advanced countries. However, the situation is not good

in most of the developing countries as well as in Nigeria. Firstly, only

the lower quality and the less quantity of instructional material are

provided to schools. In this way, the availability of instructional

material is very low.

Secondly, teachers are not trained properly for using these

instructional materials. Thirdly, teachers do not take interest in using

the instructional material. There are many factors that are responsible

for this lookworm attitude towards the use of these materials. This

factor needs to be investigated thoroughly the need to investigate the

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effect of the use of instructional material on the academic

achievement of social studies students.

Statement of the Problem

It has been observed that despite the time allocated to Social

Studies in our secondary schools, the students are still performing

woefully and one begins to wonder why this is so, one begins to

assume whether this poor performance can be attributed to

unavailability of teaching aids in our schools and even if there is any

there may not be electricity to operate them and qualified personnel to

man them. In addition where there are teaching aids in the schools,

some principals often confiscate them into their personal use, hence

the reason why the researcher feels that investigation should be

directed towards this area.

The Purpose of the Study

The purpose of the study is to find out the effective use and

major roles played by the teaching aids in teaching and learning

Social Studies most especially in Nigeria as a whole with particular

reference to some selected secondary school in Atisbo local

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government area of Oyo State. The purpose of the study are as

follows:

i. To know the effect of teaching aids on teaching and learning

social studies.

ii. To define the meaning of teaching aids.

iii To find out the effect of teaching aids as it affects the students

performance in social studies.

iv To make possible suggestion for future research.

v To examine the proper way of using the teaching aids.

Research Questions

The following research questions were raised to pilot the study:

1. Are instructions material available for teaching Social Studies

in school?

2. What problems are being faced by social studies teachers in the

production of teaching aids?

3. What are the contribution of school authorities, government,

parents and parent-teacher association to the provision of

teaching aids?

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4. Is there any way the use of teaching aids can develop

knowledge and skill in Social Studies?.

5. Are there ways of overcoming the problem teachers may face in

improvising teaching aids?

Significance of the Study.

Since one of the objectives of Social Studies is to develop

interest, attitudes in order to be a competent teacher of the subject. To

a large extent, a good teacher can not do without the use of teaching

aids in the teaching and learning process. It is therefore paramount

that at the end of the research work the classroom teacher would be

able to appreciate the importance and effectiveness of usage of

instructional materials. Policy maker would also find it useful as blue

print in formulating methodology policy. The students will benefit

from instructional materials in the following ways:

1. It makes the students to understand the content or the topic.

2. It helps the students to have interest in Social Studies subject in

the future.

3. It makes the students to attend Social Studies period regularly.

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4. Students believe in what they see in the sense that, it helps them

to remember the content at any time.

The Scope of the Study

This research study covers the effective use of instructional

materials in teaching of social studies in some selected secondary

schools in Atisbo local government, Oyo State. This study will

automatically help to expanciate further whether these teaching aids

have contributed greatly to the successes of student academic

performances in Social Studies.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

Introduction

Instructional materials are those resources employed to

facilitate effective teaching learning process. They are used to provide

the richest possible teaching learning interaction between the teacher

and the learners by promoting effective communication process.

According to Schramna (1977) as cited by Adeyanju (1991)

instructional materials are information carrying technologies that are

used for instructional purpose with the hope of delivering educational

information very quickly and very widely Akanbi (1988) described

instructional materials as information careers designed specifically to

fulfill objectives in teaching and learning situation.

Nicholas and Howard (1975), in their book creative teaching

edition tried to analyse the purpose of teaching aids. They wrote that

aids offer teaching considerable opportunities to make their work

more effective to relieve them from some tasks and to provide

varieties and flexibility, but that not withstanding, it can also cause

some teachers to use aids just for the sake of using them. They wrote

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that teacher should have definite objective in mind when he considers

the use of teaching aids.

Different Kinds of Instructional Materials

At this point, it is important to consider the broad categories of

instruction materials by classifying them into their component group

to which they belong. It is hoped that by doing that readers would be

able to define such terminologies as audio, visual, audio-visual

hardware, software and a host of other terms.

Audio media: These are teaching devices that mostly appeal to

the auditory sense. They consist of radio programmes, audio

recording such as cassettes and disc records. Other example of audio

media are devices like the telephone and walkie-talkie. Since audio

appeals mostly to the auditory sense, for them to be effective pupils

must not be auditory impaired.

Visual media: These are teaching and learning devices that

appeals mostly to the visual sense, in this category we have such

devices like simple visual devices like pictures, diagrams,

photographs, three dimensional objects, projected still picture such as

slides, film strips and transparencies like audio-media, they are

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inexpensive, often simple to use and above all clear and impressive in

their presentation.

Audio-visual media: These are instructional devices that have

the capacity to provide the features of audio and visual media

simultaneously. Typical of media in this category are the television,

video tape programme or recordings, sound films, film strips and

slides with synchronized sound.

Projected media: They consist of materials containing

information which can be meaningful and effective only when

projected on the screen using projection equipment that, requires

electric power supply. The following are typical examples, film

projectors (8mm, 16mm and 35mm) film strip projector, opaque

projectors and overhead projector, the overhead projector is

commonly found in the classroom.

Non projected media: These are instructional materials that

can be used without resorting to any projection process unlike the

projected media. Example of media under this category are: charts,

poster, realia or models and are large enough to allow for easy

visibility on the part of the learners.

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Hardware:- Hardware is a term that is used to describe equipment

extracting information form the software. They are usually bigger and

in most case costlier than the objects that actually carry information to

be extracted. Hardware include such gadgets like the television set

monitor, projectors of all kinds, radio sets, cassette players, video

player, record turn-table or disc play camera and computers.

Software:- This term is used to describe all those materials that carry

the message and information/content. Those include video tapes,

cartridges, audio tapes. Real to real tapes, transparencies, slides film-

strips and diskettes etc.

Attributes of Instructional Materials

Generally speaking instructional media have five properties,

these are the abilities to:

i. Promote perceptive

ii. Promote understanding

iii. Promote transfer of learning

iv. Provide reinforcement or knowledge of result

v. Help retention

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Purposes of Instructional Materials

Among the purposes of Instructional materials are:

1. Increasing the rate of learning and at the same time .allow the

teacher to use more time on other gainful activities.

2. Providing learning experience, which are not within the

immediate classroom environment.

3. Effecting a reality of experience that stimulates self- activity on

the part of the learners.

4. Discouraging rote learning by emphasizing realistic learning

5. Abstract terms and concepts could best be explained and

illustrated through the use of instructional materials.

6. It helps the learner to focus his entire attention during teaching

and learning process.

7. It provides the teachers with the means of guiding and

controlling the desirable responses of the learners in relation to

stimulus materials of the learning situation.

8. It helps to develop awareness of problem; open possibilities for

exploration, present meaningful interactions which naturally

lead to provision of solutions.

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9. It helps to stimulate purposeful and vitalized self-activity and

this is much more profitable educationally than a more or less

passive and often bored listening.

10. Provision and use of instructional materials will improve

classroom communication process between the teacher and the

learners, with this the expected improvement in learning output

will be accomplished.

Instructional Materials in Social Studies

Social Studies subject is capital intensive requiring a lot of

expensive equipment, materials and facilities in Nigeria, it is only

rational that prudence should be given to the absolutely essential

instructional materials that can promote teaching and learning of

social studies. These basic materials include the following:

The textbook: This is the teachers fundamental teaching tool for

helping students acquire knowledge in the subject. A basic textbook

recommended for students gives them a sense of security and

references for mastering the details of the subject.

The chalkboard: This is a permanent features in each room which

provides basis for an overhead projector.

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The bulleting board: This is frequently neglected in social studies

classroom. However, its importance as a means of instructing and

stimulating students justifies its existence in the class.

The flannel board: Although a chalkboard is more flexible than a

flannel board, the flannel board presents display quicker, neater and in

a more interesting manner. Using the flannel board means varying the

presentation of lessons which in turn can improve the interest and

attention or students.

Wall charts: These are very good educational aids that can be used for

illustration, review, recall and as reminder in answering students

question referring to previously covered materials. They are

specifically good for reference when permanently mounted on the

wall.

Flow charts:- A flow charts according to Boynton (1970) is a diagram

that shows all the steps involved in a particular activity or procedure.

As a teaching device, it can help the student to learn the order of a

particular activity or procedure.

Mnemonic Devices: These are artificial associations aimed at helping

ones memory when teaching. Example of such is BODMAS.

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Utilization of community resources: A good social studies educator

should not only be competent in content and methodology, he must

also be well informed in the utilization of community resources to

enriched the learning of his students. Similarly, professionals can be

invited to give talks on various professions. In addition to this, field

trips to some notable and desirable places will be of value to social

studies students.

Factors to be Considered when Selecting Teaching Aids

Usage of instructional materials is essential in any instructional

interaction meant to produce learning. There should be no excuse or

reason what so ever for not making use of instructional media by

teachers. However it is important at this point to distinguish between

two broad categories of instructional materials both of which require

different types of decision from the teacher or instructor. They are:

1. Optional or enrichment media: These can be selected by a

teacher as a matter of personal convection provided there is

sufficient time and finance available.

2 Necessary or obligation media: These are the instructional

media that should be used by teacher so as to help them

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accomplish the stated instructional objectives of the task. Time,

finance and other factors to be made available.

Criteria for Selecting Necessary Instructional Materials

1. Task Force: The objective to be accomplish at the end of the

lesson must be put into consideration. Different objective will

required different instructional materials. The following

generalization can be made according to Davies (1971):

i. Cognitive objective: Can be realized by all instructional

materials.

ii. Affective objective: Are best realized by audio aids pictures,

film an television, simulator and language laboratories.

iii. Psychomotor objective: Are best realized by audio aids, large

model of reality simulators, language laboratories, field trips or

excursion.

2. Topic and subject matter: It is mandatory to consider the

topic and content and subject matter to be taught. It will be

wrong to assume that just any medium can be used to teach all

topics. The nature of the topics will determine the choice of

instructional materials to be selected. Such factors like

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familiarity to the topic, concreteness or abstractiveness and

scope are to serve as guide to instructional media selection.

3. Learners factors:

a. Group size and location: There are certain media that are

suitable for large audience while there are those for small

audience or even individuals. The teacher is expected to

consider such factors that will improve visibility, clarity, noise,

classroom environment on the part of the learners when making

a choice of instruction media for classroom.

b. Intellectual abilities: Instructional materials selected should be

borne out of consideration for the seemingly different academic

ability of the learners in the class. A choice of complex

instructional media that would benefit only the high academic

ability learners interest, and preferences in learning styles need

to be put into consideration when selecting instructional

materials.

4. Economic Factor: Here selecting criteria would include such

variables like quality of diction, ease of use, compatibility that

is, whether it is handy, flexibility of use, can it be used for long.

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6 Availability: Any instructional materials that is to used should

be within the reach of the teacher, it is of no use setting

material that are not available. However, effort should be made

to search for such materials most especially if they are locally

manufactured. Improvisation of such materials could also be

embarked upon. If materials are purchased, the accompanied

manual which explain their use should be readable and

understandable.

Sources of Instructional Materials

There are several sources from where to obtain teaching aids,

among them are:

1. Direct purchase

2. Improvisation

3. Loan

4. Donation

1. Direct Purchase: The location of materials to be acquire through

this source are the industries where the materials are

manufactured or their agent. All that is required is for the use

to approach the industry and arrange for necessary transaction

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that can facilitate direct purchase. Materials from this source

include charts, overhead projector, opaque projectors, video

player, television sets, filmstrips computer etc.

2. Improvision: Though the effort of both the teacher and learners

of different kind of teaching aids using local materials. Local

artisans can be contacted to get instructional materials

produced. Materials from this source include charts, maps,

pictures, slides chalkboard, flannel graphs, bulletin board,

magnetic board, instructional games, models and mock.

3. Loan: This refers to a situation whereby a workable agreement

is reached between two or more schools to exchange

instructional materials for specific time or period. This is

known as inter-instructional materials loan, which could also be

worked out between two departments, school units or sections

in a school system.

4. Donation: Teaching aids can be donated to school or learning

resources centres (LRS) by organization (local and foreign)

individual and manufacturers. Some of these materials can be

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solicited for by contacting the donors where forces or sample

models can be sent out for trial testing.

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CHAPTER THREE

METHODOLOGY

Introduction

This chapter covers the procedures employed in carrying out

the study. It provides detail information on the following:

*Design of the study;

*Population of the study;

*Sample and sampling technique;

*Instrumentation; method of data collection and

*Method of data analysis.

Research Design

The study is a descriptive survey study as it made use of

structured questionnaires in gathering data for the study. Survey

method has advantages over other method because of the following

reasons:

i. Survey method deals with the present situation.

ii. It is interested in the accurate assessment of the characteristic of

the whole population of people by studying sample drawn from

population.

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Population of the Study

The population of this study comprised all the Nine hundred (900)

junior secondary school students in Atisbo Local Government area in

Oyo State.

Sample and Sampling Technique

A sample-size of One hundred (100) participants were

randomly selected across the five secondary schools in the local

government area. In each school sixteen students and four social

studies teachers were selected to participate in the study.

i. Progressive Secondary School, Tede.

ii Community Grammar School, Ofiki

iii. Baptist High School, Ago-Are

iv. ADS Grammar School, Tede

iv. Community Grammar School, Irawo

The researcher used simple random sampling techniques to

select students for the study.

Research Instrument

The research instrument used for collection of data were two

structured questionnaires, one for the teachers while the other one is

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for the students. The teacher questionnaire is made up of two sections.

Section A comprises information like name of school, sex,

qualification, position etc while section B is made up of fourteen

items. On the other hand, the students questionnaire consist of six

items.

Validity of the Instrument

The items in the instruments were validated by the researchers

supervisor after thorough scrutiny.

Reliability of the Instrument

The reliability of the instrument was established through test

retest method of evaluation. This is done by administered the test

instrument (questionnaire) first time and recorded the result, and after

another two weeks another administration of the instrument was

carried out and the result obtained are consistent.

Method of Data Collection

For the purpose of this study, all the five schools selected were

visited by the researcher and the questionnaires were administered

with the assistance of social studies teachers in each school. The entire

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questionnaires were immediately collected back from the teachers and

their students since they were completed at once.

Method of Data Analysis

The researcher used simple percentage and averages calculated

for the analysis of the results obtained from the administered

questionnaires.

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CHAPTER FOUR

DATA ANALYSISI AND DISCUSSION OF FINDINGS

This chapter presents analysis and interpretations of data

collected following the sequence of the research questions in the

study. The results are presented research question by research

question for ease of reference and logicality as shown below.

Research Question 1: Are instructional materials adequate for

teaching account in secondary school?

Table 1: Analysis of respondent to adequate of instructional materials

in teaching and learning Social Studies.

NO OF RESPONDENT

Items Strongly

agreed

Agreed Strongly

disagreed

Disagreed Total

i. 6 8 2 4 20

ii. 7 11 0 2 20

iii. 4 11 2 3 20

iv. 46 29 0 5 80

Total 63 59 4 14 140

Percentage 45% 42% 3% 10%

The result in table 1 revealed that 63 respondents representing

45% strongly agreed 59 respondents representing 42% agreed 4

respondents representing 3% strongly disagreed and 14 respondents

representing 10% disagreed. Therefore since 45% which is 63 total

number of respondents is greater than all the remaining respondents so

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it can be seen that there is adequate of instructional materials for

teaching accounting in the secondary school.

Research Question 2: What problem are being faced by social

studies teachers in the production of teaching aids?.

Table 2: Analysis of respondents to problem being faced by social

studies teachers in the production of teaching aids.

NO. OF RESPONDENTS

Items Strongly

agreed

Agreed Strongly

disagreed

Disagreed Total

14 3 1 2 202 11 3 4 20

Total 16 14 4 6 40

Percentage 40% 35% 10% 15%


40% strongly agreed 14 respondents representing 35% agreed 4

respondents representing 10% strongly disagreed and 6 respondents

representing disagreed therefore since 40% which is 16 total

number of respondents is greater than all the remaining respondents so

it can showed from the table that 16 respondents greater than all there

are problem are being faced by social studies teachers in the

production of teaching aids.

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Research Question 3: What are the contribution of school authorities,

government and parent-teacher association to the provision of

teaching aids in social studies?

Table 3: Analysis of respondent to the contribution of school

authorities, government and parent teacher association to the

provision of teaching aids.NO OF RESPONDENT

Items Strongly

agreed

Agreed Strongly

disagreed

Disagreed Total

6 13 7 0 0 20

7 11 7 0 2 20Total 24 14 0 2 40


It can be deduced from the table 3 that 24 respondents

representing 60% strongly agreed; 14 respondent representing 35%;

agree and 2 respondent representing 5 ;Disagreed; There fore; since

24% 60 which is 24 is grater than all the remaining respondents it can

be seen that there are contribution of school authorities; government

and parent teacher association in the provision of teaching aids.

Research Question 4: Is there any way the use of teaching aids can

help develop knowledge in social studies.

Table 4: Analysis of the respondent 10 is there any way the use of teaching aidscan develop knowledge and skill in financial accounting.

NO OF RESPONDENT

Items Strongly Agreed Strongly Disagreed Total

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agreed disagreed

5 46 29 0 5 80

13 15 5 0 0 20

Total 61 34 0 5% 100

Percentage 61 34 0%


61% strongly agreed and 5 respondents representing 5% therefore,

the table shows that the students enjoy the social studies class where

teaching aids are used.

Research Question 5: Are there way of overcoming the problems

social studies teachers may face in improvising teaching aids.

Table 5: Analysis of respondent to: Are there way of overcoming the

problem social studies teachers may face in improvising teaching aids.

NO OF RESPONDENT

Items Strongly

agreed

Agreed Strongly

disagreed

Disagreed Total

11 12 6 0 2 20

12 15 5 0 0 20

Total 27% 11 0 2


It can be concluded from the table 5 that since 27 respondents

representing 68% Strongly Agreed 11 respondents representing

27% Agreed and 2 respondents representing 5% disagreed from the

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table above, we can see that teaching aids should be used at the

beginning, middle and at the end of the lesson.

Also, the interest, level of understanding of the students given

problems to the teachers because they consider then before they

choose any instructional materials.

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CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

The research set out to examine and analyze the effective use of

instructional materials on student academic performance in social

studies in some selected secondary schools in Atisbo local

government area of Oyo state.

The summary of the findings can be highlighted as follows:

1. There are instructional materials for social studies in the

schools

2. There are contributions from school authorities, government,

parent-teacher association as regards the provision of

instructional materials for social studies.

3. There are ways the use of teaching aids can develop the

knowledge in social studies.

4. There are problems a teacher may face in providing

instructional materials for social studies.

5. There are ways of overcoming the problems teaching may face

in improvising in social studies.

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parents should therefore should join hands as a stakeholder in the

education of their children. They should try and buy recommended

textbooks for their children, to read at home in the evening and other

free times.

Schools

The school authority should be aware that the junior secondary

school is transistion from elementary school to secondary level of

education. The class size should be reduced drastically to ratio 1:30

and at most to ration 1:40 so that teachers will be able to pay full

attention to the students and reach them effectively and should be able

to mark or check assignment. The school authority should set-up a

standard to check students performance.

Teachers

Teachers should be allowed to be attending in-service courses

and their non-formal educational setting organized either by ministries

of education or institution of education and colleges of education.

This will definitely enhance their learning and will boost the teaching

and learning of social studies. The teacher should be given incentives

and should be made to have job satisfaction.

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The teacher should make proper use of teaching aids to enhance

learning.They should be ready to improvise where manufacturer ones

are not available. The teacher should bear it in mind that teaching

aids cannot replace teaching itself, but they are serve as guide and

explanatory objects in teaching social studies.

Also, the teacher should found different methods of motivating

the students during teachings-learning processes to make the lesson

interesting and lively.

Government

The government has a very vital role to play in the success of teaching

and learning of social studies. The government should make sure that

the aims and objectives of social studies are fulfiled. It is the

responsibility of the government to make sure that the schools are

well equipped with the instructional materials to enhance

teachersperformance.

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REFERENCES

Akanbi, G.O. (1988). The concept of book media as instrument of

teaching.

Adeyanju (1991):The use of instructional materials on teaching and

learning of subject matter.

Federal Republic of Nigeria. (1981). National Policy on education

Federal Ministry of Information Lagos.

Nicholas, E.M and Howard, V. (1975). The use of instructional

materials for Technologist Development.

Nicholas, E. M. (1993): improving the quality and Techniques of

Teaching

Davies, E.G. (1971). Foundation of education thought and practice.

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APPENDICE

QUESTIONNAIRE

Questionnaire for Students

Instruction: Please fill in the blank spaces provide or tick ()

where necessary any of the options that convincingly clears your

conscience.

SECTION A

a. Name of school_____________________________

b. Year of establishment:__________________________

c. Age:____________________ Sex:__________________

Class:______________

d. Year admitted to the school:_______________________

SECTION B

Instruction SA stands for Strongly Agreed A stands for

Agreed SD Stands for Strongly Disagreed and D stands for

Disagreed.

S/N SA A SD D

1. I have interest in social studies

2. I like my social studies teacher

3. My teacher uses teaching aids during social

studies class4. My teacher uses teaching aids like

computer, portable chalkboard, chart,

project file in teaching social studies

5. I enjoy social studies class where teaching

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subject aids are used

6. Teaching aids affect the teaching of social

studies negatively

Thank for you co-operation.

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Adekola Tede Complete