USE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING ECONOMICS IN SECONDARY SCHOOLS OF KEBBE LOCAL GOVERNMENT AREA
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study……………………….…………1
1.2 Statement of the Problems……………………….……….4
1.3 Objectives of the Study…………………………………….6
1.4 Research Questions……………………………………..….6
1.5 Significance of the Study…………………………….….…7
1.6 Scope and Delimitation of the Study……………………8
1.7 Operational Definition of Terms…………………………….9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction……………………………………………………10
2.2 Concept of Instructional Materials…………………………10
2.3 Types of Instructional Materials…………………………….13
2.4 Importance of Instructional Materials………………….….17
2.5 Nature of Instructional Materials in Teaching and learning of Economics…………………………………………19
2.6 Summary of the Review………………………………………22
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction…………………………………………………….27
3.2 Research Design……………………………………………….27
3.3 Population of the Study………………………………………28
3.4 Sample and Sampling Technique…………….……………28
3.5 Instrument for Data Collection……………………………...28
3.5.1 Validity of the Research ……………………………………..29
3.5.2 Reliability of the Study……………………………………….29
3.6 Method of Data Collection…………………………………….30
3.7 Method of Data Analysis………………………………………30
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction……………………………………………………..31
4.2 Data Presentation and Analysis…………………………….31
4.3 Discussion of the Findings…………………………………..56
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction…………………………………………………...58
5.2 Summary of the Study……………………………………...58
5.3 Conclusion……………………………………………………..59
5.4 Recommendations…………………………………………....60
References……………………………………………………..62
Appendix……………………………………………………….64
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The influence of instructional materials in promoting student's academic performance and teaching and learning in educational development is disputable. The teaching of economics in Nigerian secondary schools needs to be properly handled. The materials used by teachers to teach and drive from home their subject point at the primary and secondary school levels of our education system is incontrovertibly a paramount important issue impractical classroom interaction and successful transfer of knowledge for the teacher to the learners. Instructional materials serve as the channel between the teacher and the students in delivering the instruction. They may also serve as the motivation on the teaching-learning process. They can be used to get and keep the attention of the students. Good instructional materials encourage the learners to learn.
Instructional materials include both visuals and audio visuals such as pictures, flash cards, posters, charts, computers, tape recorder, radio, video, television among others. These materials serve as supplement to the normal process of instruction. Moreover, instructional materials are materials that are used to aid in the transference of information from one to another. For example, a teacher may used instructional materials to aid in the learning of subject matter for a class (international journal of educational research vol. 4 (1) 2008).
Economics as a subject came into existence 1976 via the publication of Adam smith the protagonist of the classical school of thought; and since then, it has assumed many roles especially in both political and educational circles. The study of economics is dichotomized into major parts, namely microeconomics and macroeconomics. While microeconomics studied the behavioral and operation of the individual units (households, firms and government agencies) in the economy, macroeconomics studies the entire economy in aggregates and average (Umoh, 2007). According to Aromolaram, (2006), three major languages are used in teaching and communicating Economics ideas. These languages include theory or verbal, geometric or graphical and algebraic or mathematical language.
Economics is an important subject that must be credited by students before gaining admission into any tertiary institution especially the university to study relevant courses like Accountancy, Business Administration, and Insurance etc.
The importance and technically of this subject makes it necessary that relevant instructional materials should used to teach it to the learners. This fact is supported by Macaulay, (2001) who asserts that visual aids make lesson come alive and help students to learn better. It is against this background that this study attempt to examine the extent to which the utilization of instructional materials could advance senior secondary school students performance in economics. Poor academic achievement in economics could be attributed to many factors among which teacher's strategy itself was considered as an important factor. These concepts might not be fully achieved without the use of instructional materials. The teaching of economics without instructional materials may certainly result in poor academics achievement. Bassay, (2002) opined that science is resource intensive and in a period of economics recession, it may be very difficult to find some of electronic gadgets and equipment for the teaching of economics in schools adequately. A situation that is further compounded by the galloping inflation in the country and may at times, some of the imported sophisticated materials and equipment are found expensive and irrelevant; hence they need to produce materials locally. Researchers such as Obioha, (2006) and Ogunleye (2002) reported that there were inadequate resources for teaching science subject in secondary schools in Nigeria. They further stated that the available ones are not usually in good conditions. Adebimpe and Daramola,(2008) however noted that improvisation demands adventure, creativity, curiosity and perseverance on the part of the teachers, such as skills are only realizable through well planned training programme on improvisation.
1.2 STATEMENT OF THE PROBLEM.
The act of teaching is fundamentally concerned with passing ideals, skills, and attitude from teacher to the learner. In Nigeria, for example experience has shown that spoken words alone in the communication of ideals are grossly ineffective and inefficient in producing desired learning outcomes. Every year, when the results of public examination are released, there has always been mass failure in economics that pose serious problems of comprehension to students. The topics cannot be taught effectively without the use of relevant instructional materials to make learning practical.
On the foregoing, scholars like Mutebi and Matora, have emphasized the effect of instructional materials utilization on the teaching and learning. Comheep:www.gmail.com/2008. According to them, we learn and remember 10% of what we hear, 40% of what we discuss with others and as high as 80% of what we experience directly or practice. However, the questions here are: does the use of instructional materials really influence students' academic performance? Is teaching effectiveness enhanced by the use of instructional materials? Could students' learning be advanced by the use of instructional materials? Finding answers to those questions and more summarizes the entire problem of this study.
1.3 OBJECTIVE OF THE STUDY
The objectives of this study are:
i. To examine the influence of instructional materials utilization on the teaching of economics in Senior Secondary Schools in Kebbi Local Government.
ii. To ascertain the extent to which senior secondary school student's learning of economics can be influenced by the use of instructional materials.
iii. To determine whether there will be any difference in the academic performance of secondary school students in economics due to use of instructional materials.
iv. To determine the frequent used of instructional materials by the teachers.
1.4 RESEARCH QUESTIONS
In order to achieve the objectives of this study the following research questions were raised to guide the investigation:
i. Will the use of instructional materials influence the teaching and application of economics in senior secondary school?
ii. To what extent can senior secondary school students learning of economics be influence by the use of instructional materials?
iii. Will there be any difference in the academic performance of senior secondary school students in economics due to the use of instructional materials?
1.5 SIGNIFICANCE OF THE STUDY
The use of instructional materials gives the learners opportunity to touch, smell or test objects in teaching and learning process. Consequently, knowledge passed unto the students at difference levels of educational instructions should be well planned and properly allied with relevant instructional materials for clarity and comprehensibility. Hence, the significance of this study to the students, teachers, curriculum planners, educational system and society at large. To the students, the effective use of instructional materials would enable them to effectively learn and train what they have learnt and thereby advancing their performance in the subject in question. This is because according to Nwadinigwe, (2000) learning is a process through knowledge, skills, habits, facts, ideas and utilized and only means of achievement this is through the use of instructional materials. The study would help to enhance teachers teaching effectiveness and productivity. This is in line with assertion of Ekwueme and Igwe (2001) who noted it is only the teachers who will guarantee effective and adequate usage of instructional materials and thereby facilitate success.
1.6 SCOPE AND DELIMITATION OF THE STUDY
This study is focused on investigating the effect of instructional materials utilization on advancing senior secondary school students performance in economics in Kebbe Local Government. Due to time and financial constraints, the study is limited to Kuchi under Kebbe Local Government Area. This is because the researchers reside in this Local Government Area and as such had a comprehensive knowledge of the area and its environs. Besides, that the study involve only the SS1-3 students of the senior secondary schools in Kebbe Local Government Area of Sokoto State.
Delimitation of the study, the only delimitation faced by the researchers in the course of carrying out this study was the delay in getting data from the various respondents. Most respondents were reluctant in filling questionnaires administered to them due to their busy schedules and nature of their work. The researchers found it difficult to collect responses from the various respondents, and this almost hampered the success of this study.
1.7 OPERATIONAL DEFINATION OF TERMS
The relevant terms below were operationally defined relative to their usage in this study.
i. Discipline: subject of the study like Economics, Mathematics and Geography etc.
ii. Instruction: Lesson
iii. Constraint: A Restriction
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
This chapter stand to view related literature that are relevant to this research work, in views of this the researchers have gone ahead to look at the concept of instructional materials, types of instructional materials, important of instructional materials as well as the nature of instructional materials in teaching and learning Economics.
2.2 CONCEPT OF INSTRUCTIONAL MATERIALS
Many scholars have defined the concept of instructional materials as its was stated bellow:
The definition of instructional materials is in EC section 60010(h). This law state "Instructional Materials" means all materials that are designed for use by pupils and their teachers as a learning resources and help pupils to acquire facts, skills, or opinions or to develop cognitive process. Instructional materials may be printed or non-printed, and may include textbooks, technology based materials, other educational materials and tests". Also the instructional materials are the tools used in educational lessons, which includes active learning and assessment. Basically any resource a teacher uses to help him teach his students is an instructional materials. Therefore the common instructional materials are as follows: charts, chalkboard, radio and magazine etc.
When instructional materials are properly selected and used, they help him recall things that would have been easily forgotten. The use of instructional materials therefore, becomes very crucial in improving the overall quality of the learning experiences of students. Many educationists and government officials have made several comments on how to develop appropriate teaching learning materials in order to enhance educational programmes. For example, Eya and Onuora (2004) opined that the educational programme currently in operation must have as part of its curriculum, designing and production of learning and instructional materials to make teaching and learning easy and interesting. Effective utilization of instructional materials will make the learners employ most of their senses so as to make learning easier and a worthy experience. Baribor, (2003) noted that the use of instructional materials is to aid the teacher in his teaching and the learner in his learning. He further stressed the importance of instructional materials in learning to include, extending the teacher with interest compelling springboards into a wide variety of learning activities, assisting the teacher in overcoming physical difficulties of presenting subject matter, helping to stimulate student's interest, extend attention span and make for longer retentions of what is learned, making it possible to cater for individual defective as well as facilitating communicating in the classroom is very important. Since it is obvious that instructional materials can help to achieve effective communication which results in effective learning, it becomes necessary that the extend of its availability and utilization be ascertained. Which is reference to the Wiki. answers. Com/D/what-is-the-meaning–of-instructional,
Instructional materials as those things that facilitate the process of teaching and learning. They also went further to sat that instructional materials is a combination of systematic application of materials to process of teaching and learning. Therefore, in the classroom induce must emphasized that instructional materials are merely learning materials, most of them area supplement rather than substitutes for lesson. In general sense instrumental resources use in any teaching exercise promote a greater understanding of the richest possible learning environment which help learner and teachers to achieve specific objective. With the above different views of scholars on instructional materials shows that teaching and learning situation supplement the written or spoken words in the transmission of knowledge and ideas.
2.3 TYPES OF INSTRUCTIONAL MATERIALS
Instructional materials are categorized according to the sense organs, they are applied to be base on the organs, they are applied to be base on the sense organs and are classified into four (4) namely.
i. Audio Aids
ii. Visual Aids
iii. Audio-Visual Aids
iv. Human and material resources
2.3.1 AUDIO AIDS
These are those materials which appeal to the sense of hearing only they include radio, recorder player, tape-recorder etc. which they are explain as follows:
i. Radio: Can be used both by the readers and non-readers which motivate people to take part in educational use for appreciation, for understanding techniques and for keeping pins abreast of new ideas, news, opinion and researchers, radio programmes can be recorded for use at times.
ii. Tape recorder: It provide individualized instructional purpose and communicate lesson's objectives, stimulating recalls and informing students about activities to be done. Sound materials that might otherwise be broadcast in subjects such as language, history and science.
2.3.2 VISUAL AIDS
As the name given, these are materials that appeal to our visual sense that is eyes and they includes, diagrams, magazines, charts and chalkboard etc. some of these materials will be discuss as follows.
i. Charts: Are used to introduce or illustrate a lesson, they present the facts and information in a condensed.
ii. Chalkboard: It is commonly use in teaching every classroom, it is expensive and flexible and service to both teachers and students. It provide visual communication and directs the attention of the students to the lesson.
2.3.3 AUDIO TAPES
These are instructional materials appeal to both sense of sight and hearing e.g. television, motion pictures, video tape etc. some of these will further explain as follows:
i. Video tape: Are very powerful in the field of teaching because they attract students need to be supported by the use of video tapes.
ii. Television: Provides activities that are inherently motives. Television programme therefore are widely acknowledge mention and abrupt change which may be introduce in television programmes are of particular use in controlling attention of the learners example NTA junior engineer technician and science programme.
2.3.4 HUMAN AND MATERIAL RESOURCES
The human and material resources are the teachers, pupils, parents, members of the family, peoples in the immediate and general environment, members of the organization like Mosque, Church, Age group etc. resource person who in one way or the other have contact with learner as a vehicle of imparting knowledge to them.
Material resources in the other hand include the chalkboard, flannel board, radio that in physical objects that can be use at the cost of teaching like table, ball, orange etc. These handling objects can be use as examples.
2.4 IMPORTANCE OF INSTRUCTIONAL MATERIALS
Instructional materials play on important rate in teaching and learning process the following are importance:
2.4.1. Instructional materials make learning more productive, that is to say it make student learn faster and promote greater acquisition of knowledge by making understanding deeper, retain longer and apply accurate what has been learned as compared with other approach.
2.4.2 Provision of meaningful sources of information to be learn by helping classroom teacher provide his learners with relevant and meaningful sources of information.
2.4.3 It makes learning more powerful by given credibility and authenticity to what the learner teachers.
2.4.4 Stimulation of problem solving in students in which a student's has tendency to learn more and like it better if they are opportune to be engaged in significant and appealing activities.
2.4.5 Instructional materials are also to stimulate interest in teaching learning situation.
2.4.6 Instructional materials explore and exploits concept in different fields of human endeavors for complete education of an individual.
2.4.7 Optimize learning opportunities at minimum and cost.
2.4.8 Instructional materials improves the application of knowledge to practical tasks though the use of innovative techniques, improvisation by improving teaching learning process.
2.4.9 Translate psychological, philosophical, sociological and their practical application.
2.4.10 Instructional materials promote accountability in the instrumental enterprise.
2.4.11 Instructional materials makes learning more real, immediate and permanent through the proper utilization of instructional media which enable the learners to use variety process.
2.4.12 Instructional materials provide greater experience in teaching not easily obtain through other means of learning.
2.4.13 They help teachers more widely in evaluating instruction and curriculum materials.
2.4.14 Taking care of wide audience with various forms of media now available, teachers can now conveniently handled large number and material resources it uses combined human and material resources to a wide audience.
2.5 NATURE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF ECONOMICS
Economics as a science which studies human behavior as a relationship between end and scarce means which have alternative uses. Teaching economics in need careful planning method, skills and instructional materials to effective learning process. Economics is a learning experience which enable individual to used his/her available scarce resources in satisfying the unlimited human wants.
These resources are scarce relative to their demand. It is as result of scarcity of resources that made the study of economics very essential in order to find alternative uses cannot satisfy all human wants are unlimited relative to the available resources, we have to choose the most pressing ones and leave others that are less important because resources are scarce.
Therefore, in teaching Economics instructional materials help more effectively to transmit or impart knowledge. The following are classification of instructional materials in teaching and learning of economics.
2.5.1 VISUAL AIDS
These are materials like textbook, picture, chalkboard, charts, maps, and work book etc.
2.5.2 AUDIO AIDS
Are means of recording and transmitting the human voice and other sound materials that will be use to convey meaning without complete dependence on verbal or symbols recorder etc.
2.5.3 AUDIO VISUAL AIDS
These are materials complements both bearing and seeing meant only to impart knowledge. These include: films, film projector, slides, electronic radio recording and television.
In view of the above general classification of instructional materials in economics therefore, in recent years some interesting work has been done on mounting exhibition on economics subjects, but there is little as yet which is easily available for the ordinary classroom teachers. In attempt to make suggestions have been put forward in the body of the methodology under discussion. The following materials has been divided in subject matter in accordance with the branches of the syllabus as follows:
i. Theories: An Auditory aids for teaching theory include recording many of them which are available record or cassette.
ii. Graph: Visual instructional materials in conventional sense are easy to apply to teaching graphic and suggested use for them illustrating stories.
iii. Fiscal Policy: It is not easy to prepare any audio-visual for this part of the syllabus because it death with government rules and regulation governing the economy.
2.6 SUMMARY OF THE CHAPTER
In this chapter, we review our literature with initial definitions of what instructional materials are by views of different scholars we also find out that instructional materials are categorized into audio aids, visual, audio-visual an human material resources where review of example were given and also looked at importance's of instructional materials in teaching and learning process as it facilitate learning more enthusiastic and real.
When instructional materials are properly selected and used, they help to consolidate learning in the learner's mind and help him recall things that would have been easily forgotten. The use of instructional materials therefore, becomes very crucial in improving the overall quality of the learning experiences of students. Many educationists and government official have made several comments on how to develop appropriate teaching learning materials in order to enhance educational programmes. For example, Eya and Onuora (2004) opined that the educational programme currently in operation must have as part of its curriculum, designing and production of learning and instructional materials to make teaching and learning easy and interesting.
On the forgoing definition the researchers view the instructional materials as these materials which, if they were properly used to encourage the learners to learn and motivated. Moreover instructional materials serves as the means of communication between the teacher and student I delivering the instructional materials as those materials that are used as aids in transference of information between teacher and students, the knowledge acquired were more concrete and retainable. On the foregoing, scholars like Mutebi and Matora (2000) have emphasized the effect of instructional materials utilization on teaching and learning. According to them, we learn and remember 10% of what we hear, 40% of what we discuss with others and as height as 80% of what we experience directly or practice. However, the questions have are: does the use of instructional materials really influence students academic performance? Is teaching effectiveness enhanced by the use of instructional materials? Finding answers to these question and more summarizes the entire problem of this study.
Another scholars (Ijaduala, 2005). Instructional materials includes both visuals and audio visuals such as pictures, flash cards, posters, charts, tape recorder, radio, video, television computers among others. These materials serves as supplement to the normal processes of instructional. The importance and technically of this subjects makes it necessary that relevant instructional materials should be used to teach it to the learners. This fact is supported by Macaulay (2000) who assert that visual aids make lesson come alive and help students to learn better. It is against this background that this study attempts to examine the extent to which the utilization of instructional materials could advance senior secondary school students performance in economics. Poor academic achievement in economics could be attributed to many factors among which teachers strategy itself was considered as an important factors. This concepts might not be fully achieved without the use of instructional materials. The teaching of economics without instructional materials may certainly result in poor academic achievement. Also Franzer, Okebukola and Jegede (1992) stressed that a professional qualified science teacher no matter how well trained, would unable to put his ideas to practice if the school setting lacks the equipment and materials necessary for him or reality.
The important and technically of this subject makes it necessary that relevant instructional materials should be used to teach it to the learners. This fact is supported by Macaulay (2009) who asserts that visual aid make lesson come alive and help students to learn better. It is against this background that this study attempts to examine the extent to which to utilization of instructional materials could advance senior secondary school student performance in economics. Poor academics achievement in Economics could be attributed to many factors among which teachers, strategy itself was considered as an important factors. This concepts might not be fully achieved without the use of instructional materials may certainly result in poor academic achievement.
CHAPTER THREE: RESEARCH METHODOLOGY
3
.1 INTRODUCTION
This chapter on research methodology includes research design, population of the study, sample and sampling technique, instrument for data collection, methodology for data collection and method of data analysis.
3.2 RESEARCH DESIGN
In this research survey design, which is descriptive research design was used to study the effective use of instructional materials in teaching and learning Economics in secondary schools in Kebbe Local Government, because it is a survey work, in survey, descriptive as the best design to be use in getting adequate information on a particular issue.
Because, survey research uses mainly interview and questionnaires as the measuring instruments. By their nature, information derived from survey researchers may be said to be shallow even though they may be accurate.
However, the accuracy of information obtained form a survey research is a function of the quality of the interviews conducted or the questionnaire constructed.
3.3 POPULATION OF THIS STUDY
Population of the study is the area of the study that will be covered during their research work. Therefore our population of the study was secondary schools where Economics being taught, Government Day Secondary School kuchi and Government Secondary School Kebbe.
3.4 SAMPLE AND SAMPLING TECHNIQUE
The samples are 30 students and 15 teachers to get the sample of the student and teachers in the population, random sampling techniques was conducted, from each of the school, 10 students and 5 teachers each were randomly selected.
3.5 INSTRUMENT FOR DATA COLLECTION
Questionnaire was the instrument used to collect data for this research work, because, it is more easier and valid in getting relevant information's if it is carefully screen by the experts the closed questionnaire was use to obtain data. Though the respondent choice are limited.
3.5.1 VALIDITY OF THE RESEARCH
The research instrument is subject to validation so also establish the content validity of the instructional materials. The questionnaires used for this study is self designed and was submitted to our project supervisor, Dr Bashiru Liman to ensure its content validity.
3.5.2 RELIABILITY OF THE STUDY
The reliability of the questionnaire was established by administration of the instrument to a pilot group through test and retest method of the Government Day Secondary School Kebbe, with two weaks intervals respectively having the same responses. The respondents scores were arrived at through the Pearson product moment co-efficient of correlation and it was found to be very reliable (r-0.83).
3.6 METHOD DATA COLLECTION
After the researchers drawn the questionnaire and carefully screen by the supervisor, then the researchers went to the schools by them select and also use research assistance in getting relevant data from the respondents. Thirty (30) questionnaires were distributed to the students, ten (10) students from each school fill responses to the questionnaires and returned. And also a total of fifteen (15) teachers fill responses to the questionnaires five (5) teachers also from each school.
3.7 METHOD OF DATA ANALYSIS
The data collected were analyze through the use of frequency tables and percentage. It is the easier statistical method to analyze response in questionnaire to reach appropriate conclusion.
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 INTRODUCTION
This chapter deals with the presentation of data collected by the use of questionnaire and the analysis of the result using the frequency table in analyzing the result from the response of the respondents.
4.2 DATA PRESENTATION AND ANALYSIS OF RESULT FROM TEACHERS
Q 1. Do you know what instructional materials are?
Table I. Use of instructional materials among teachers
The table is below:
RESPONSE FREQUENCY PERCENTAGE
Yes 15 100%
No 0 0%
TOTAL 15 100%
The table above shows that every teacher know what instructional materials are, by 15 respondents represent 100% indicate the awareness to instructional materials.
Q 2. Do you have instructional materials in your school?
Table II. Data presentation of realized that instructional materials in the schools.
The table is below.
RESPONSE FREQUENCY PERCENTAGE
Yes 9 60%
No 6 40%
TOTAL 15 100%
From the table, we realized that there are instructional materials in the schools under the study. We can see that 60% of the respondents agree that there are available in their working schools, while 40% of the respondents are of the opine of the there are no instructional materials in their school.
Q3. Is instructional materials useful in teaching and learning?
Table III. usefulness of instructional materials in teaching and learning.
The table is below.
RESPONSE FREQUENCY PERCENTAGE
Yes 14 93.3%
No 1 6.7%
TOTAL 15 100%
In the table above 93.3% of the respondents indicated that instructional materials are useful in teaching and learning. While 6.7% of the response shows that instructional materials are not useful in teaching and learning. In a nutshell from what we obtained in this question shows that instructional materials are useful in teaching and learning.
Q4. Are all instructional materials vital in teaching economics?
Table IV. Is instructional materials vital in teaching economics.
The table is below.
RESPONSE FREQUENCY PERCENTAGE
Yes 9 60%
No 6 40%
TOTAL 15 100%
From what we can see from the table above shows that 60% of the respondents believe that instructional materials are vital (importance) in teaching economics while 40% of the respondents does not agree that all instructional materials are useful in teaching economics.
In conclusion, we may conclude that, from the response made by respondents shows that all instructional materials are vital in teaching economics.
Q5. Do you raise any instructional materials in teaching economics?
Table V Use any instructional materials in teaching economics
RESPONSE FREQUENCY PERCENTAGE
Yes 7 46%
No 8 53.4%
TOTAL 15 100%
As we can see from the above table most of economics, teachers does not use instructional materials in teaching economics showing 53.4% while 46.6% of the respondents do agree that they use any form of instructional materials in teaching economics.
Q6. How frequency you used instructional materials in teaching your subject.
Table VI. On the frequent instructional materials in teaching economics
The table is below.
RESPONSE FREQUENCY PERCENTAGE
Yes 9 60%
No 6 40%
TOTAL 15 100%
From the table above we may say that 33.3% of the respondents used instructional materials in teaching economics more frequently and at all times. Furthermore, 66.7% of the respondents were not using instructional materials occasional but time to time in teaching economics. While for the not at all option shows 0%.
In conclusion economics teachers used instructional materials regularly in teaching their subjects while for the not at all option show 0%.
Q7. Have the school authority been supplying enough instructional materials?
Table VII. Is school authority supplying enough instructional materials
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 5 33.3%
No 10 66.6%
TOTAL 15 100%
As we can see from the table above showing that 33.3% of the respondents have opined that their school authorities been supplying them with ample instructional materials for effective teaching of their subject.
We conclude that school authority does not provide ample instructional materials for the economics teachers.
Q8. Do you use one instructional materials per period?
Table VIII. Use of one instructional materials per period in teaching economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 11 73.3%
No 4 26.7%
TOTAL 15 100%
As we can see from the table above 73.3% of the teachers used one instructional material (topic) per period in teaching economics while for the rest of the teachers does ever mixed a carted topic with fresh topic if remnants time is available, showing 26.7%.
Q 9. Does the use of instructional materials increase students ability to understand retain a topic taught them?
Table IX. The use of instructional materials to increase student's ability to understand a topic taught in economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 15 100%
No 0 0%
TOTAL 15 100%
As we can see from the table above shows that 100% of the respondents agree that use of instructional materials enhance students ability to understand and encode a topic taught them while no any of the respondents does not agree with the statement showing 0%.
Q10. Does the use of instructional materials save time?
Table X. Use of instructional materials use to save time in teaching economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 12 80%
No 3 20%
TOTAL 15 100%
From the table shows that use of instructional materials save time in teaching and learning process showing 80% of the respondents. While 20% of them disagree with the statement.
Form the discussion above, we may conclude that instructional materials save time in teaching and learning process of economics.
Q 11. Is lesson plan one of the best instructional materials in teaching?
Table XI. Is lesson plan one of the best instructional materials in teaching economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 15 100%
No 0 0%
TOTAL 15 100%
As we can see from the table above, 100% of the respondents does agree that lesson plan is one of the best instructional materials in teaching. While 0% shows disagree.
Q12. Does the use of instructional materials arouse students interest?
Table XII. Use of instructional materials arouse students interest in learning economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 7 46.6%
No 8 53.4%
TOTAL 15 100%
From the table shows that 86.6% of the respondents agree that instructional materials arouse students interest, while 13.4% of them does not agree with statement.
Q13. In the absence of available instructional materials do you improvise?
Table XIII. In the absence of instructional materials do you improvised.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 7 46.6%
No 8 53.4%
TOTAL 15 100
Form the table above we may conclude that most of the economics teachers does not improves instructional materials in the absence of available one, showing 53.4%, while 46.6% them improvise instructional materials in the absence of available ones.
Q14. Have you been using several varieties of instructional materials?
Table XIV. Have you use several varieties instructional materials in teaching economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 11 73.3%
No 4 26.7%
TOTAL 15 100%
As we can see from the table above show that 73.3% of teachers use different varieties of instructional materials in teaching Economics both Audio-Visual and Audio Visual aids. While for rest of respondents showing 26.7% have not been using several varieties of instructional materials.
Q15. Have you experience negative feedback in your lesson when instructional materials are not been used?
Table XV. Do you experience negative feedback in your lesson when instructional materials are not been used.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 9 60%
No 6 40.7%
TOTAL 15 100%
As we can see from the table above we may say that most of the economics teachers experiencing negative feedback in their lessons which instructional materials were not been used showing 60%, while 40% of the teachers does not have negative feedback at evaluation stage ever if they does not use instructional materials.
4.2.2 STUDENTS DATA PRESENTATION AND ANALYSIS OF RESULT
Q1. Do you know what instructional materials are?
Table I. What is instructional materials are in teaching economics
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 20 66.6%
No 10 33.4%
TOTAL 30 100%
As we can see from the table above shows that most of the students know what instructional materials showing 66.6% while 33.4% of the respondents (students) does know what instructional materials at all.
Table II. Do you have instructional materials in your school for teaching and learning economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 18 60%
No 12 40%
TOTAL 30 100%
As we can see from the table above, we may that, respondents under the study said that they have instructional materials in their schools showing 60% while 40% of them have the opinion of not having instructional materials in their schools.
Q3. Has your teacher ever used radio or tape recorder in teaching you economics?
Table III. Does your teacher ever used radio tape recorder in teaching economics
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 11 36.6%
No 19 63.4%
TOTAL 30 100%
From the table above, we realized that economics teachers use radio tape recorder in teaching economics showing 36.6% but 63.4% of the respondents have the opinion that their use radio and tape recorder in teaching economics.
Q4. How frequent does your teacher used instructional materials in teaching economics?
Table IV. How frequent does your teacher used instructional materials in teaching economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Regular 11 36.6%
Not at all 19 30.1%
Not Regular 16 53.3%
TOTAL 30 100%
As we can see from the table above that the students responses on how their teachers frequently used instructional materials in teaching their economics 16.6% of the respondents said their teachers are occasionally using instructional materials at all and 30% of them have the view of their teachers used instructional materials but not regularly.
In conclusion most of the economics teachers are not using instructional materials in teaching.
Q5. Have you been using posters, maps and pictures in learning a topic in economics?
Table V. Does your teacher use posters, maps and pictures in teaching a topic in economics.
The table below
RESPONSE FREQUENCY PERCENTAGE
Yes 4 13.3%
No 26 86.6%
TOTAL 30 100%
From the table above we can see that most of the economics teachers were not using instructional materials like posters, maps, and pictures in teaching or learning a topic showing 86.6% which superior positive response showing 13.3%.
Q6. Does yours economics teachers used video or DVD in teaching a topic?
Table VI
RESPONSE FREQUENCY PERCENTAGE
Yes 2 6.7%
No 28 93.3%
TOTAL 30 100%
As we can see from the above, that 6.7% used respondents shows that economics teacher used video and DVD in teaching them a topic.
While 93.3% of the respondents said their economics teachers never used video or DVD in teaching them a topic
Q 7. Does the use of any instructional materials facilitate your understanding of economics?
Table VII.
RESPONSE FREQUENCY PERCENTAGE
Yes 17 56.7%
No 13 43.3%
TOTAL 30 100%
From the table above, student have agree that the use of instructional materials in teaching facilitate their understanding showing 56.7%, while 43.3% of the respondents have a great view of that use of instructional materials in teaching does not facilitate their understanding.
In a nutshell, the use of instructional materials in teaching facilitate students understanding.
Q8. Do the instructional materials is being used go round or are they accessible to all members?
Table VIII.
RESPONSE FREQUENCY PERCENTAGE
Yes 23 16.7%
No 7 83.3%
TOTAL 30 100%
Furthermore, as we can see also the table showing 16.7% of the respondents do agree that instructional materials used goes round and are accessible to all members while 83.3% of the respondents said instructional materials are being used in teaching does not go round and are not accessible to all members.
Q9. If yes, do your teacher agree to it while other not?
Table IX.
RESPONSE FREQUENCY PERCENTAGE
Yes 5 16.6%
No 9 30.1%
Not Frequent 16 53.3%
TOTAL 30 100%
From the table above, we realized that the students responses on how their teachers frequently agree to instructional materials in teaching economics 16.6% of the respondents said that their teachers are occasionally agree to it while 53.3% of them said their teachers were not agree to instructional materials at all and 30.1% of them have opinion of their teachers agree to instructional materials but not regularly.
In a nutshell, most of the economics teachers are not agree to instructional materials.
Q 10. Do you help your teachers in providing them with instructional materials?
Table X.
RESPONSE FREQUENCY PERCENTAGE
Yes 23 76.7%
No 7 23.3%
TOTAL 30 100%
As we can see from the table above, shows that instructional materials have a greatest importance in teaching because 76.7% of respondents help their teachers in providing instructional materials but for those 23.3% does not help their teachers in providing instructional materials.
Q 11. If yes, what type of instructional materials you providing them with?
Table XI.
RESPONSE FREQUENCY PERCENTAGE
Audio-Visual Aids 5 16.7%
Audio Aids 7 23.3%
Visual Aids 18 60%
TOTAL 30 100%
By looking the table above that students provide instructional materials to their teachers 16.7% said that they provide Audio-Visual aid while 23.3% provide Audio aids and also the respondents 60% said they provide Visual aids to their teachers in teaching them Economics.
Q 12. Is instructional materials effective in teaching?
Table XII.
RESPONSE FREQUENCY PERCENTAGE
Yes 30 100%
No 0 0%
Not Frequent 0 0%
TOTAL 30 100%
From the table above we can see the students responses on effective of instructional materials in teaching by 30 respondents represent 100% indicate that they will agree with effectiveness of instructional materials in teaching.
Q 13. Does instructional materials contribute to the welfare of the students?
Table XIII.
RESPONSE FREQUENCY PERCENTAGE
Yes 16 53.3%
No 9 30%
Not Frequent 5 16.7%
TOTAL 30 100%
As we can see from the table the research find out that the students responses on the contribution of instructional materials to the welfare of the students frequently used 53.3% of the respondents have view that they contribute but not frequently and 16.7% said they contribute but occasionally.
Q 14. Do the students partake in using the instructional materials?
Table XIV.
RESPONSE FREQUENCY PERCENTAGE
Yes 25 83.3%
No 3 10%
Not Frequent 2 6.7%
TOTAL 30 100%
Furthermore, the table above shows that 83.3% of the respondents partake in using instructional materials, while 10% of the respondents said they partake but occasionally and 6.7% have the opinion that they were not.
Q 15. Is instructional materials frequently used in your school?
Table XV.
RESPONSE FREQUENCY PERCENTAGE
Yes 21 90%
No 1 3.3%
Not Frequent 2 6.7%
TOTAL 30 100%
From the table above shows that 90% of the respondents said they were using. While 3.3% of the respondents said they were not and 6.7% of the respondents have the opinion of they were using but not frequently.
4.3 DISCUSSION OF THE FINDINGS
From the data above its cleared that there so many achievement in using instructional materials and there are some problems facing effective implementation of instructional materials, in Kebbe Local Government Secondary Schools Area of Sokoto State.
Therefore, from the response available it clearly shows that there is need for more government participation and other agency so as to strength the effectiveness of instructional materials in teaching and learning Economics in some selected Secondary Schools in Kebbe Local Government.
The researchers used questionnaire in getting or obtaining the exact information from the respondents (teachers and students).
Researchers also find out that economics knew the concept of instructional materials and how vital they are in teaching economics
Despite knowing the vitality of instructional materials but they are not using them occasionally in teaching.
Therefore, school authorities do not provide them (teachers) with instructional materials and the use of it facilitate students understanding, save time and arouse student's interest in learning.
Also teachers recognized lesson plan as the best aid in teaching and learning of economics. But in the absence of instructional materials they used to improvise and use of several varieties of instructional materials they face negative outcome at evaluation stage.
In the same vein, from what we obtained from students that, their teachers were not using instructional materials with frequent response and also the (students) does not help teachers in providing them with instructional materials.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 INTRODUCTION
This chapter gives briefs summary of what researchers find out throughout their research and also a valid and reliable conclusion was made by the researcher's base on their findings. Also after all the researchers' conclusion was made, researchers give out some recommendations base on the findings of their research work.
5.2 SUMMARY OF THE STUDY
In this research work, we wrote on effective use of instructional materials in teaching and learning of economics in secondary schools of Kebbe Local Government. The researchers used questionnaire in getting or obtaining the exact information from the respondents (teachers and students). Researchers also find out that economics teachers knew the concept of instructional materials and how vital they are not using them occasionally in teaching.
Moreover, school authorities do not provide them (teachers) with instructional materials and the use of it facilitate students understanding, save time, and arouse students interest in learning. Also teachers recognized lesson plan as the best aid in teaching and of economics. But in the absence of instructional materials they used to improved and use of several varieties of instructional materials was encourage by the teachers, so far when ever teachers does not used instructional materials they face negative outcomes of evaluation stages.
In the same vein, from what we obtained from the students that, their teachers were not using instructional materials with frequent response and also they (students) does not help teachers in providing them with instructional materials.
5.3 CONCLUSION
In conclusion, base on what we obtained in this research work, we conclude that, there is no effective use of instructional materials in teaching and learning economics under the area of the study
5.4 RECOMMENDATIONS
With regards to the findings made available in this study, the following recommendations were made and hope they should be taken into consideration:
1. Teachers should be train in most judicious manner and how he/she will be efficient and capable of presenting his/her lesson by the use of instructional materials.
2. School authorities should provide essential instructional materials to their teachers.
3. Teachers should also be preparing lesson plan in every topic or lesson before going to their classes.
4. Teachers should be enlightened on how to use varieties of instructional materials.
5. Teachers should also emphasize the use of concrete materials in teaching and learning of economics
6. Also in the absence of instructional materials teachers should be able to improvise.
7. Not only ministry of education should be supervising schools but also internal supervision should be encouraged by the school head.
8. Ministry of education should ensure that schools are regularly supervised to avoid monotonous teaching.
9. The use of electronic media should be encourage buy the economics teachers like, computer, projector, magnetic board, television and radio etc. where ever necessary.
REFERENCES
Bagudo, A.A. (2006). Philosophical Foundation of Education, Jos: Saniez.
Okoro, R.U.and Haruna, M.J. (2006). Introduction to Principle and Practice of Education, Sokoto: But-Bass Educational Books.
Ogunleye, M. (2002). Instructional Materials and Students Academic Achievement, Oyo State, Publication Book, 1-35
Bassey, M.P. (2002). Availability of Resources for the Teaching of Social Science in Public Secondary Schools of Oyo State. Heinamann Educational Books. 128-132.
Obioha, N.E. (2006). Stan Economics for Senior Secondary Schools in Univesity of Nsukka. Heinemann Education Book Publishers.
Umoh, A.H. (2007). "The Practice of Fiscal Federalism in economics and financial university press, Cambridge, mass in lagos. The book is publishers. Vol. 49 pg. 15
Daramola, J.O. Vol. 14, (3) (2008). Articles Design of a Web-Based Paper Submission and Reviewing System (PSRS) Abstract Pure of Journal Book Publishers University of Lagos.
Ghanney, R.A. (2008). International Journal of Education Research Vol. 4(1), Journal Book 135-140 journal Publishers Articles
APPENDIX I
STUDENTS QUESTIONNAIRES
SHEHU SHAGARI COLLEGE OF EDUCATION, SOKOTO IN AFFILIATION WITH USMANU DANFODIYO UNIVERSITY SOKOTO
We are students of the above mentioned institution currently undertaking a research work on the use of instructional materials in teaching and learning economics in secondary schools in Kebbe Local Government.
Therefore, you are required to select only one option from the questions asked with sincerity any data given will be kept with confidentiality.
Students name:
School…………………………………………………………………….
Class………………………………………………………………………
Sex…………………………………………………………………………
1. Do you know what instructional materials are?
a. Yes
b. No
2. Do you have instructional materials in your schools?
a. Yes
b. No
3. Have your teachers ever used radio or tape recorder in teaching your economics?
a. Yes
b. No
4. How frequently your teachers used instructional materials?
a. Regularly
b. Not regularly
5. Have you been using posters, maps and pictures in learning a topic in economics?
a. Yes
b. No
6. Does your economics teachers used video or DVD in teaching a topic?
a. Yes
b. No
7. Does the used any instructional materials facilitated your understanding?
a. Yes
b. No
8. Do the instructional materials being used go round or are they accessible to all members?
a. Yes
b. No
9. If yes, do your teachers agree to it while others do not? a. a. Yes
b. No
10. Do you help your teachers improving them with instructional materials?
a. Yes
b. No
11. If yes, what type of instructional materials do you provide them with?
a. Audio-Visual Aids
b. Audio Aids
c. Visual aids
12. Is instructional materials effective in teaching?
a. Yes
b. No
c. Not Frequent
13. Does instructional materials contribute to the welfare of the students?
a. Yes
b. No
14. Do the student's partake in using instructional materials?
a. Yes
b. No
c. Not Frequent
15. Is instructional materials frequently used in your school?
a. Yes
b. No
c. Not Frequently
APPENDIX II
TEACHERS QUESTIONNAIRES
SHEHU SHAGARI COLLEGE OF EDUCATION SOKOTO IN AFFILIATION WITH USMAN DANFODIYO UNIVERSITY SOKOTO
We are students of the above mentioned institution currently undertaking a research work on the use of instructional materials in teaching and learning economics in secondary schools in Kebbe Local Government. Please Sir/Mallama, you are required to select only one option from the questions asked with sincerely, and data given will be kept with confidentiality.
Teachers name………………………………………………………….
School……………………………………………………………………..
Sex………………………………………………………………………….
1. Do you know what instructional materials are?
a. Yes
b. No
2. Do you have instructional materials in your school?
a. Yes
b. No
3. Is instructional materials useful in teaching and learning?
a. Yes
b. No
4. Are all instructional materials vital in teaching economics?
a. Yes
b. No
5. Do you use any instructional materials in teaching economics?
a. Yes
b. No
6. How frequent you used instructional materials in teaching your subject?
a. Regularly
b. Not Regularly
c. Not All
7. Have the school authority been supplying enough instructional materials to you?
a. Yes
b. No
8. Do you use only one instructional materials per period?
a. Yes
b. No
9. Does the use of instructional materials enhance students ability to understand retain a topic taught them?
a. Yes
b. No
10. Does the use of instructional materials save time?
a. Yes
b. No
11. Is lesson plan is one of the best instructional materials in teaching?
a. Yes
b. No
12. Does the use of instructional materials arouse students interest?
a. Yes
b. No
13. In the absence of available instructional materials do you improvised?
a. Yes
b. No
14. Have been using several varieties of instructional materials?
a. Yes
b. No
15. Have you experience negative feedback in your lesson while instructional materials are not been used?
a. Yes
b. No
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