An Investigation on the Use of Instructional Materials for Effective Teaching and Learning of Economics in Senior Secondary Schools
CHAPTER ONE
OBJECTIVE OF THE STUDY
The general objective of the study is to investigate the use of instructional materials for effective teaching and learning of economics in senior secondary schools. The specific objectives is as follows:
- To explore whether instructional materials facilities learning of economics in senior secondary schools.
- To examine the challenges that teachers face in accessing instructional materials.
- To assess the benefit of instructional materials for effective teaching and learning of economics in senior secondary schools.
- To assess the strategies that teachers use to minimize the challenges of attaining and using quality instructional materials.
CHAPTER TWO
REVIEWD OF RELATED LITERATURE
INTRODUCTION
Historically, instructional materials came into existence long ago when the slate was first introduced as a supplement to books and teaching. This gradually gave birth to the chalkboard which is widely used in Nigeria’s educational institutions, from such, thousands of tools and devices came into use in the teaching and learning process. Some of the instructional materials used include: pictures, chalkboard, radio, computer, typewriter, charts, models, television sets, maps, graphs, among others (Carmo, 2020). The use of instructional materials according to Abdullahi (2010) is the art of designing a replica of something to make it function or play the role of the real thing for effective teaching and learning. The National Policy on Education in Section 10 stated that government is expected to facilitate the implementation of educational planning and objectives and promote the efficacy of education. The objectives include among others to enhance teaching and improve the competence of teachers, to make learning more meaningful for children, to reduce educational costs and to develop and promote an effectiveness of innovative materials in schools (FRN, 2014). The government recognizes the important role of instructional materials in the teaching and learning process and has made arrangement of how instructional materials will be provided in the primary, secondary and tertiary levels of Nigeria’s educational system. Yusuf, Maina, & Dare., (2013) observed that there is a lack of adequate and appropriate instructional materials for effective teaching and learning in secondary schools. Secondary school’s levels in Nigeria play a key role in shaping how individuals deal with various spheres of private, social and civil life. However, the low performance of students in economics and other subjects has persisted despite the desperate attempts to provide enough teachers, facilities and in-service training for teachers and provision of other necessary materials, thus posting a lot of concerns to all stakeholders in the education sector (Taiwo, 2009). The use of instructional materials has been seen as a panacea to thecontinues poor performance of students in secondary schools. Idongesit and Ekukinam, (2019) examined the effect of improvised technological instructional media on students’ performance in some selected primary science concepts. A pre-test and post-test, non-randomized experimental design was adopted for the study. The population comprised of 3,368 primary six pupils from 48 public primary schools in Akwa Ibom State while 219 primary six pupils from two schools formed the sample for the study. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those not exposed to the standard equipment, indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. The reviewed study is similar to the present study because both studies adopted experimental design; the reviewed study was however conducted in primary schools while the present study was conducted in secondary schools. Odo (2015) carried out a study on the effects of students’ improvised instructional materials on students’ achievement in physics. Five research questions and five null hypotheses guided the study. The study employed a non-equivalent quasiexperimental research design. The sample for the study comprised of 149 SSII students in Obollo Afor Education Zone of Enugu State. Data were analyzed using mean, standard deviation and the Analysis of Covariance (ANCOVA). The results of the study revealed that students taught physics using student’ improvised instructional materials performed better than students taught using conventional materials; While both studies were conducted in secondary schools using SS 2 students, the reviewed study however used physics as a subject while the present study used economics as a subject.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain Investigation on the Use of Instructional Materials for effective teaching and Learning of Economics in Senior Secondary Schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of Investigation on the Use of Instructional Materials for effective teaching and Learning of Economics in Senior Secondary Schools
Summary
This study was on Investigation on the Use of Instructional Materials for effective teaching and Learning of Economics in Senior Secondary Schools. Three objectives were raised which included; To explore whether instructional materials facilities learning of economics in senior secondary schools, to examine the challenges that teachers face in accessing instructional materials, to assess the benefit of instructional materials for effective teaching and learning of economics in senior secondary schools and to assess the strategies that teachers use to minimize the challenges of attaining and using quality instructional materials. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Kogi state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Teaching of Economics is indispensable in any country that is interested in providing training techniques and tools of economic analysis and researchers who can contribute to the development of society. Teaching Economics like every other subject requires the use of instructional materials which makes teaching and learning more understandable and meaningful. Despite the importance of instructional materials to the teaching process; teachers of public secondary schools in Kogi State still carry out teaching without the use of instructional materials. Economics teachers in Kogi State secondary schools are not exempted as they decry the poor availability of instructional materials.
Recommendation
- Instructional materials for teaching of economics should be made adequately available in senior secondary schools in Rivers State by government and other stakeholders as this will help improve the performance of students in economics.
- Economics teachers should improvise in situations where instructional materials are not readily available to teach economics in the senior secondary schools in Kogi
- Economics teachers should ensure the optimal utilization of instructional materials in teaching economics in senior secondary schools in Kogi
- School administrators should ensure that Economics teachers undergo training/retraining on the use of instructional materials as to enhance their ability in utilizing instructional materials.
References
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