The Impact of Instructional Materials on the Learning and Teaching of Economics in Senior Secondary Schools in Isolo Lga
CHAPTER ONE
OBJECTIES OF THE STUDY
The objectives of this study are:
- To examine the influence of instructional material utilisation on the teaching of Economics in Senior Secondary Schools in Lagos State;
- To ascertain the extent to which Senior Secondary School student’s learning of Economics can be influenced by the use of instructional materials
- To determine whether there will be any difference in the academic performance of secondary schools students in Economics due to the use of instructional materials.
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
In this chapter, the literature will be reviewed under the following topics:
- Conceptual Perspective of Instructional Materials
- Problems Associated with the Application and Teaching of Economics materials at the Senior Secondary Schools
- Instructional Materials and the Teaching-Learning Process
- Instructional Material and Students’ Academic Performance.
CONCEPTUAL PERSPECTIVES OF INSTRUCTIONAL MATERIALS
Aina (1982) asserts that instructional materials are those materials or resources used in any teaching exercise to promote greater understanding of the learning experience. According to her, they are used to provide the richest possible learning environment which helps the teacher and learners to achieve specific objectives. They also assist the teachers to communicate more effectively and the learners learn more meaningfully and permanently. The same is amplified by Ogunsanya (1984) who describes teaching materials as anything that helps the teacher to promote teaching and learning activities.
Sharing the above view, Kay (1981) defines teaching aids as things which are intended to help the teacher to teach more effectively or better still which enables the pupils to learn more easily. In the opinion of Ajelabi (2000) and Akinlaye (1997) many educational technologist see instructional materials as devices and resources used in learning situation to supplement to written or spoken words in the transmission of knowledge, attitude, ideas or concept and values. Akinlaye (1997) further states that instructional materials have been defined as things or objects brought into play to emphasize, clarify, strengthen, vitalise the teachers instruction. Ajelabi (2000) subtly puts instructional materials as teaching-learning materials that constitute an integral component of classroom instructional process which are utilized in delivering educational information to the learner. He further states that it makes lesson real, concrete and effective. Learners are motivated to learn at their own pace, rate and convenience.
However, it should be noted that subjects vary in nature, context and depth. A tool that is suitable for one subject may not be suitable for another. For example, in 1971 Jerome Brunner carried out a research in Canada with the aim to standardize the application of instructional materials. The instructional materials used for mathematics are virtually not suitable in the class of economic or government. Brunner also noted the difference when social science subject like economics was taught through vocalization only; through visualization only and through the combination of both.
CHAPTER THRE
RESEARCH METHODOLOGY
INTRODUCTION
This chapter presents the methodological procedure employed in carrying out this study.
RESEARCH DESIGN
The study investigated the the effect of instructional materials on the application of learning economics in senior secondary schools in Isolo Local Government Area, Lagos State. Therefore the appropriate design for the study is a combination of quasi-experimental and survey design.
POPULATION
The population the researcher identified for the study comprises the economics teachers and students at the Senior Secondary Schools (SSS) Lagos State.
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
This chapter presents the analysis of the data collected for the study. Four schools were involved in the study, which include C.M.S. Grammar School, Bariga, Federal Science and Technology College, Yaba, Stockbridge Secondary School, Bariga and Our Lady of Apostles Secondary School, Yaba. All the schools are in Lagos State. Out of the above schools, eighty students (80) and twenty (20) teachers were randomly selected to constitute the study’s sample. Two relatives kinds of questionnaires were prepared (teachers’ and students’ questionnaires) and administered to the teachers and students respectively. The information as obtained on the demographic features of the respondents are presented in percentage tables and subsequently interpreted respectively.
The responses of the respondents to the questions on the questionnaire copies administered to them in conjunction with both chi-square (x2) and t-test statistical tools were used in testing the hypotheses posited for the study. Each result as gotten from the respective tests of the critical value at 0.05 level of significance. Besides, in analysis of teachers responses, strongly agree and agree were grouped as agree (A) while, strongly disagree and disagree were grouped as disagree (c).
CHAPTER FIVE
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter discusses the finding of this study in relation to the hypotheses formulated and tested. The conclusions are drawn based on the results.
Summary
The discussions of the findings are based on the variables which formed the basic of the hypotheses tested in chapter four.
The purpose of the study includes:
To examine the influence of the use of instructional materials in the teaching of Economics in secondary schools;
To ascertain the extend to which secondary school students’ learning of Economics can be influenced by the use of instructional materials; and
To determine whether there will be any difference in the performance of secondary school students in Economics due to the use of instructional materials.
The finding after testing hypothesis one indicates that the use of instructional materials will significantly influence Economics teaching in secondary schools. This result cconlurs with Ajelabi (2000) where he says that instructional materials lend support and authenticity to whatever the teacher says. This enables the learner to confirm or refute the teacher’s assertion. Sharing the above view is Kay (1981) who says that instructional materials help the teacher to teach more effectively.
The finding after testing hypothesis two indicates that the use of instructional materials will have significant positive influence on secondary school students learning of Economics.
This result agrees with the assertion of Aina (1982) where he says that the use of instructional materials for teaching enriches the classroom work and contributes directly and indirectly to effective teaching and learning. Ajelabi (2000) supports Aina (1982) when he says that instructional materials help in focusing attention and motivating learners. He further says that when appropriate instructional materials are used to introduce, develop or conclude a teaching – learning session, learner’s interest are aroused and developed throughout the lesson.
The finding after testing hypothesis three indicates that there will be a significant positive difference in the performance of secondary school students in Economics when they are taught the subject with instructional materials. The use of instructional materials in the teaching and learning of Economics obviously improves the performance of students. Onyejemezi (1984) supports positive performance when instructional materials are used for teaching and learning more permanent.
Conclusion
As a result of evidence gathered from the analysis of data, interpretation of result and discussion of findings of this study, the following conclusions are reached.
The use of appropriate instructional materials helps teachers to make their lesson clarifying.
The use of instructional materials helps the students to understand their lesson very well and also retain what is taught. It also discourages rote learning.
There is difference between lesson taught with instructional materials and those taught without instructional materials. There are positive and improved results when students are taught with instructional materials.
Most school do not provide adequate instructional materials for use in the school, thus making the teachers handicapped.
Most teachers find it very tasking improvising instructional materials.
In conclusion, the researcher strongly believes that the best way to drive home teachers point during teaching and learning encounter is through the use of appropriate instructional materials.
Implication of the Findings for Curriculum Planning and Education Administration
Economics plays on important role in the social, political, economic, educational, industrial and technological development of Nigeria. The development of the country in all ramifications revolves upon a pivot. It is central to every developmental process and it is a potent instrument for national development. The importance and centrality of Economics is not only recognizable by national policy on education but also the constitution of the federal republic of Nigeria.
This pride of place enjoyed by Economics makes it a must that students should be grounded in Economics right from an early stage of life. The teachers have roles to play by making their lessons explicit, understandable and interesting. This could be achieved through the use of appropriate instructional materials. This connotes therefore, that in curriculum planning and Education Administration, students should be encouraged while a more practical and result oriented Economics teaching and learning process be evolved. The language should be given deserved position and attention in school curriculum and timetable.
Recommendations
In line with the findings of this study, the researcher recommends the following:
Schools should provide enough instructional materials to enable teachers clarify their lesson. Adequate infrastructure facilities and conclusive atmosphere are Sine Qua Non for effective learning and retention of what is learnt.
Schools should send their Economics language teachers to seminars and workshops in order to up date their knowledge.
Teachers should be encouraged by the school by paying incentives. They should be upgraded when necessary. This will enable them to improvise instructional materials for teaching
Limitations of Study
The major factor that constituted a limitation to this study was the insincerity of the respondents in supplying appropriate information required of them in relation to their personal data, socio-economic and educational background. Besides, insufficient fund to take the researcher to vast areas like Lekki and Ikorodu areas limited the wider coverage of the study. Time constraint also posed a limitation to the study.
Finally, incessant power failure circumspect the researcher’s ability to get adequate necessary information from the internet, which in turn cushioned the volume of the literature reviewed during the study.
REFERENCES
- Aina, N.F. (1982) A book on Methodology, Ibadan: Evans Brothers.
- Ajelabi, A. (2000), Production and Utilisation of Educational Media. Lagos: Reltel Communication LTD
- Akanbi, K.E. (1988). Product Evaluation Education of Media in steel (ed) Charles B. Clark Inc. New York
- Akande, M.O. (2002). The Theory and Practice of Professional Teaching: Ekanag Publishers.
- Akindele, F. and Adegbite, W. (1999). The sociology and Politics of Economics in Nigeria: An Introduction. Ile-ife: Obafemi Awolowo Press.
- Akinlaye, F.A. (1997) Materials and Resources in Learning Social Studies. Lagos: Pun mark.
- Brosnahan (1985) in George Yule “Nature of Language “Cambridge
- Brunner, J.S. (1971) Report of Research on Application Of Instructional Aids in Canadian Schools. Source from the Internet at www.opp.com/jnls.
- Ching et al (1989) Advanced Studies in economics education. Harcourt Brace and World Inc.
