An Analysis of the Availability of Instructional Materials in Teaching Social Studies
Chapter One
Purpose of the study
The purpose of the study is;
- To determine teachers’ perception of the extent of availability of instructional materials for teaching and learning of social studies in secondary schools
- To determine teachers’ perception of the extent of utilization of instructional materials for teaching and learning of social studies in secondary school
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of social studies
Social studies is an integrated field of study which focuses on man in his environments with a view to sensitizing man with the symbiotic with a view to sensitizing man with the symbioticrelationships or interactions between him and his environments and equipping him with the intellectual reflective or contemplative skills to identify and conquer his life and environmental problems and make his social living worth the bother. Furthermore, social studies inculcates in its clients societal socially approved and desirable value systems and attitudes Mezieobi, (2013). Social studies as an integrated discipline brings the social sciences together especially at basic education level. At primary school level social studies lay emphasis on local community and the family, after primary school, the subject integrate social science and humanities in order to enhance knowledge of civic. At tertiary level, social studies borrowed from sociology and political science extensive, but its curriculum is not limited to either sociology or political science as it borrows concepts religion and humanities because social studies draws concept from many other disciplines and synchronize them together, it is considered to be interdisciplinary, (Antigha, 2015). Social studies instructional materials and resources in critical perception seems to portray those educationally relevant and irrelevant human, non-human materials, places and events and experiences that the learner are exposed to teaching- learning situation and interaction with the larger society. For instance the use of field trips or visitation of historical sites may expose the learner to acquisition of unintended behavior. Also the mixture of complex social attitude and conflicting values in the modern society, calls for teachers use of value clarification in the application of social studies instructional material and resources. The proper use of instructional resources, requires teacher appropriate guide of instruction. Mezieobi, Fubara and Mezieobi (2013.159). Opined that professionally trained social studies teachers with professionally exposure and orientation in the demands of social studies instructions in the demands of social studies instructional materials usage and development are instructive in the effective implementation of socials studies curriculum
Meaning of Instructional Materials and Resources
The term instructional materials are used in the context to mean all the resources within the reach of the teacher and the learner, which are employed to facilitate teaching and learning. It therefore follows that such resources may be human and non-human provided they facilitate the acquisition and evaluation of knowledge, skills, attitudes, moral and value (Inyang-Abia, 2004). Instructional materials are indispensable factors in a teaching – learning process. This is because ordinary words or verbalization has been found to be inadequate for effective teaching. Instructional materials serve as channels through which message, information, ideas and knowledge are disseminated. They can therefore be manipulated, seen, hear, felt or talked about. They facilitate activities. They are anything or anybody the learner turns to for help in his learning process (Esu, Enukoha & Umoren; 1998). Instructional materials are all the objects, things, people and places used to promote the teaching and learning of social studies. The organized combination and utilization of materials, facilities, equipment and people ease the presentation of content for the realization of stated objectives. Jacob (1999) stated that instructional materials are anything and anybody that can be used by the teacher and learners before, during and after the lesson to facilitate the achievement of objectives.
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.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine an analysis of the availability of instructional materials in teaching social studies. Selected secondary schools in Ibadan form the population of the study.
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
Introduction
It is important to ascertain that the objective of this study was to ascertain an analysis of the availability of instructional materials in teaching social studies. 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 an analysis of the availability of instructional materials in teaching social studies
Summary
This study was on an analysis of the availability of instructional materials in teaching social studies. Three objectives were raised which included: To determine teachers’ perception of the extent of availability of instructional materials for teaching and learning of social studies in secondary schools and to determine teachers’ perception of the extent of utilization of instructional materials for teaching and learning of social studies in secondary school. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Ibadan. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Based on the results of this study, the researcher concluded that the issue of availability and utilization of instructional materials for social studies instruction in Ibadan has not been properly addressed. The needed improvement in the quality of teaching and learning in our schools can be achieved greatly, if teaching strategy is enhanced through the utilization of instructional materials. All stakeholders in education must therefore rise to the challenge of making sure that social studies instructional materials are available and utilized in Secondary Schools.
Recommendation
Seminars/workshops/conferences should be organized regularly for school principals and teachers on the importance of instructional materials in the attainment of educational objectives. In such programmes, they should be exposed to various kinds of instructional materials with regards to how and where they can be produced, collected and utilized.
- Bodies such as the Post Primary Schools Management Board (PPSMB) and the Parents Teachers Associations (P.T.A.) should be adviced/ instructed to provide funds regularly for procurement of instructional materials in schools
- Teachers should be encouraged to put in their best in teaching by prompt payment of their salaries and allowances. All other entitlements due to them should not be denied them so that they can teach with interest and thereby achieve result.
- More instructional materials production centers should be established to assist the existing ones. If possible, such centers should be attached to teacher training institutions. When this is done, instructional materials relevant to our environment can be made more available.
References
- Akubue, F.N. (1993). An evaluation of the teaching of social studies in the junior secondary schools in the former Anambra state of Nigeria. Unpublished Ph. D Thesis, University of Nigeria, Nsukka.
- AH, A. (2004). Curriculum innovation, instructional materials production and utilization. A keynote paper presented at the 2nd national conference of the curriculum development and instructional material centre (CUDIMAC) University of Nigeria Nsukka 22nd – 25th September.
- Anwukah, T.G. (2000) Curriculum development for responsive education in third world countries. Owerri; Cape Publishers.
- Baribor,V. (2003). Learning theories and instructional processes. Ibadan, Sprigfield Publishers.
- Ejimchukwu, A.D. (2004) Scheme Social studies for Junior Secondary School Enugu. Books.
- Emmanuel, C.S. (2001). Teachers’ perception of junior secondary school social studies curriculum. Implications for the Universal Basic Education in R.D. Olarinoye, P.A.O, Okebukola, C.T.O, Akinmade, & G.C. Oforma (ed). Nigerian Journal of Curriculum studies 8 (1) , 282 – 285.
- Eya, P.E. &Igbokwe, F.N (1999) Methods in Teaching. Enugu. Pymonak Publishers.
- Eya, P.E. & Onuorah, A.E. (2004). Designing and development of learning and instructional materials for secondary school. A paper presented at the 26th annual national conference of the Nigerian Media and Technology. At Bayero University, Kano 4th – 7th October.
- Ogunranti, B.A, Ihongbe, J.H, Babatunde, S.O, Akanbi, K. & Egwim, J.C. (1982) rep. Associatship Certificate in Education series. Educational Technology. Ibadan. Heinemann Educational Books.
- Okoro, C.O. (1989). The teaching of social studies. In S.C., Anih, S.O, Olaitan, & C.C. Anadi (ed). Approaches to creative teaching. Onisha: Summer Educational Publishers.
