TABLE OF
CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgement iv – v
Table of Contents vi – viii
Abstract ix
– x
CHAPTER ONE: INTRODUCTION
- Background of the Study 1
– 11
1.2 Statement
of the Problem 11
– 13
1.3 Research
Questions 13
– 14
1.4 Research
Hypotheses 14
1.5 Purpose
of the Study 14
– 15
1.6 Significance of the Study 15
– 17
1.7 Scope
and Limitations of the Study 17
– 18
1.8 Operational
Definition of Terms 18 – 19
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Concept of Instructional Materials 21 – 25
2.2 Types
of Instructional Materials 25
– 29
2.3 Criteria’s
for Selecting Instructional Materials on Learning of Economics 29 – 30
2.4 Objectives of the Lesson to be Taught 30
2.5 Contributions
of Instructional Materials on Learning of Economics 31
2.6 Problems
Militating Against the Influence of
Instructional Resources in Learning of Economics 32 – 33
2.7 Review
of Empirical Studies 33 – 40
2.8 Appraisal of Literature Reviewed 41 – 43
CHAPTER
THREE: RESEARCH METHOD
3.1 Research
Design 45
3.2 Population
of the Study 45
3.3 Sample
and Sampling Technique 45
– 46
3.4 Research
Instrument 46
3.5 Validity
and Reliability of the Instrument 47
3.6 Procedure
for Data Collection 47
3.7 Method
of Data Analysis 48
CHAPTER FOUR: PRESENTATION, ANALYSIS OF DATA AND DISCUSSION
4.1 Hypothesis
Testing and Discussion 49
– 59
4.2 Discussion 59
– 60
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
of the Findings 62
5.2 Conclusion
63
5.3 Recommendations
63
– 64
5.4 Suggestions
for Further Studies 64
References
65
– 71
Appendix
72
– 74
ABSTRACT
This research work investigated the perceived influence of Instructional Materials on Learning of Economics in Senior Secondary Schools in Ogbomoso, Oyo State. Specifically, the study was: Does the utilization of instructional materials influence the teaching of economics in senior secondary school in Ogbomosho, and could students learning be advanced by the use of instructional materials in Ogbomoso? Descriptive research design of survey type was used for the study. The total population of study comprised 200 respondents in selected schools in Ogbomoso of Oyo State. A multi stage technique of purpose sampling technique, proportionate sampling technique and simple random sampling technique were used for the study. The instrument used for data collection was self-structured question tagged on perceived influence of Instructional Materials on Learning of Economics in Senior Secondary Schools in Ogbomoso Questionnaire. Inferential statistic of chi-square was used to analyze the postulated hypotheses at 0.05 alpha level. The study revealed that: there is a significant difference in the perceived influence of instructional materials on the learning of Economics in Senior Secondary School in Ogbomoso based on student’s gender with calculated t-value of 2.19 is greater than the critical t-value of 1.96; there is a significant difference in the perceived influence of instructional materials on the learning of Economics in Senior Secondary School in Ogbomoso based on student’s school location with calculated t-value of 2.38 is greater than the critical t-value of 1.96. Based on the findings of the study, it was concluded that; there should be seminar giving to the teachers on the importance of instructional materials, Government should provide instruction materials to all the schools so that the teacher will not lack instructional materials during learning from the students, and parents should encourage their children on the importance of instructional materials in the learning.
CHAPTER
ONE
INTRODUCTION
Background of the Study
Instructional materials
according to Emma and Ajayi (2004) are those things which help learning and
teaching process. It helps to promote understanding of the concept and
generalization by making lesson practical and realistic. Any teacher who has the
interest of the student at heart is bound to think of the ways and means he
will employ to make his learning process more effective and more interesting to
the students.
Health on the
other hand, is been defined by the World Health Organization (WHO) ‘2004’ as a
state of complete, physical, mental and social wellbeing not merely the absent
of disease or infirmity. According to Odue (2011) economics is a process o
acquiring health information to make judgement on health behaviour and
practices. Economics is sum of all experiences that will develop desirable
attitudes, practices and knowledge of an individual, family or community
health. The emphasis in economics also includes a teaching and learning
transaction between the health teachers and the recipient or students.
The influence of
instructional materials in promoting students’ academic performance and
learning in educational development is indisputable. The teaching of Economics
in Nigeria secondary schools needs to be properly handled. The materials used
by the teachers to teach and drive home their subject points at the primary and
secondary school levels of our education system is incontrovertibly a paramount
important issue.
Instructional
materials assist teachers to make their lessons explicit to learners. They are
also used to transmit information ideas and notes to learners (Ijaduola) (1997)
instructional materials include both visual and audio-visual such as pictures,
flashcards, posters, charts, tape recorder radio, video, television, computer
among others. These materials serve as supplement to the normal processes of
instruction.
Instructional
material is crucial to learning processes. A dedicated classroom teacher feels satisfied
when he realizes the objectives he has set out to achieve for every lesson. In
order to achieve this, a trained teacher employs a number o methods, design and
actions, one o which includes the use of instructional material. Instructional
materials are referred to as the source which both the teachers and students
use for the purpose of effective teaching and learning. Okwo (1996) defined
instructional materials as those materials that teachers can use in teaching to
facilitate the learning of a particular subject or lesson.
The lists o
instructional materials are inexhaustible and their limit is the teacher’s
level of resourcefulness, creativity and imagination. Rominszowski (1996)
listed instructional material to include newspaper, magazines, pictures,
textbooks, chalkboard, laboratory equipment, posters, builletings, journal,
radio, television, audiocassettes, tapes, film scripts and slides. Others are
overhead and opaque projector, real objects and computer. Okebukola (2003)
described instructional materials as information multipliers because they are
capable of providing learners with opportunities to learn beyond teachers
capabilities when utilized for instruction.
Utilization of instructional material is the
act of using and applying the available instructional material in the actual
teaching/learning process. Where resources are supplied or instructional use,
teachers are expected to utilize them to support a smooth and meaningful flow
of instruction and promote understanding of the content being taught. To
facilitate the learning of economics in secondary schools, the skilful teacher
can select those instructional materials that are relevant to the economics
curriculum. This could be implemented from the numerous instructional materials
that abound in the market or that are available in the school. When
instructional materials are not utilized, permanent learning are difficult to
take place because students cannot actively participate in a way that challenge
them to think creatively.
Economic as a
subject came into, existence since 1776 via the publication of Adam smith the
protagonist o the classical school of thought, and since then it has assumed
many roles especially in both political and educational circles. Economic 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 technicality of this subject makes it necessary that relevant courses like
Accountancy, Business Administration, and insurance etc. the importance and
technicality of this subject makes it necessary that relevant instructional
materials should be used to teach. This fact is supported by Macaulay (1998)
who asserts that visual aids make lesson come alive and helps students to learn
better. It is against this background that this study attempts to examine the
extent to which the effect of instructional materials could advance senior
secondary school students performance in Economics.
Poor academic
achievements in Economic could be attributed to many factors among which
teachers strategy itself was considered as an important factor. This implies
that the mastery o economics concepts might not be fully achieved without the
use instructional material. The learning of economics without the use of
instructional materials may certainly result in poor academic achievement.
Franzer Okebukola and Jegede (1992) stressed that a professionally qualified
science teacher no matter how well trained will unable to put his ideas into
practice I the school settings lacks the equipment and materials necessary for
him or her to translate his competence into reality.
Bassey (2002)
opined that science is resource intensive, and in such a period of economic
recession, it may be very difficult to find some of the electronic gadgets and
equipment for the learning of economics in schools adequately. A situation that
is further compounded by the galloping inflation in the country and at times
some of the imported sophisticated materials and equipment are found expensive
and irrelevant, hence the need to produce materials locally. Researchers such as
Obioha (2006) and Ogunleye (2002) reported that there were inadequate resources
for teaching science subjects in secondary schools in Nigeria. They further
stated that the available ones are not usually in good conditions. There is the
need therefore for improvisation. Adebimpe (1997) and Daramola (2008) however
noted that improvisation demands adventure, creativity, curiosity, and
perseverance on the part of the teacher, such skills are only realizable
through well planned training programme on improvisation.
In Nigeria, for
example experience has shown that spoken morals alone in the communication of
idea are grossly ineffective and inefficient in producing desired learning
outcomes. Abdu-Raheem (2011) in her work asserted that non –availability and
inadequacy of (IM) are major cause of ineffectiveness of the school system and
poor performance of students in school. Ogbonna (2014) observed in his research
that there are lot of factors imitating against the effective learning of
economics in secondary schools which includes lack of instructional materials,
poor methodology of teaching, attitude and interest of the students in learning
of economics. According to Adeniyi (2000), the effect of instructional
materials to communicate more permanently, health related issues and information
is retained when supplemented with aid; certainly instructional materials when
carefully selected and skilfully used will make learning more effective. Therefore
it becomes necessary to investigate the effect of instructional materials in learning
of economics. Using secondary schools in Ogbomosho town as a case study.
However, man and
animal possesses the necessary abilities or learning in other words they are
potential learners. Certain factors within and outside the learner determine
how effectively each individual learn. They are internal when they lie within
the individual and external when they lie outside the learner or individual as
the case may be. Instructional materials can be in different forms such as
textual and non-textual, the visual and auditory and audio-visual. Benson (2003),
indicated that there is a need for research on the use and effectiveness of
instructional materials in economic classroom that would enhance its learning.
Since instructional materials are said to be numerous and varied for a subject,
the government may not have enough resources to effectively provide all that is
required. This is because most factory-finished materials are very expensive
due to various factors and inputs in the production process and sometimes the
length o time taken to being out the finished materials. This situation now
challenges a practicing teacher to explore his environment and discover
materials which can be used in place of the factory finished or imported ones.
The teacher’s effort to find alternative for the supply of locally made
material elicits the innate act of improvisation. Given the inadequate
provision of instructional material on learning economics, improvisation for
learners in urban and rural secondary schools becomes very necessary if
students, must be properly taught.
Improvisation is the act of preparation of the
replicas of real substances using costless or cheap locally available
materials. Improvisation according to Mogbo (1994) refers to the invention,
construction, collection, creation, modification, production and substitution
of material for teaching-learning process in the absence of professionally made
ones. Improvisation involves the act of making suitable substitute for the real
thing. It also involves the act of making suitable substitute or the real
thing. It also involves designing or constructing an equipment or tool by a
teacher or with the help of some carpenters, blacksmith, and trade centres.
Alterhaug, (2004) noted that when teachers improvise instructional materials,
they generate new processes in which learning insight and knowledge acquisition
beyond basic level of learning can be achieved, thus providing a platform for
further development in a variety of contexts.
In other words,
the activity of the teacher which aimed at improving the sensory experience o
the ideal is regarded as improvisation. The teachers are to show positive
attitude towards the improvisation of instructional materials in the absence of
professionally made ones. They are to be aware that the era of mere rhetoric
has gone when textbooks and chalkboard were the only way out. Okpala (2005),
stated that “improvisation is teacher’s center activity” and it is therefore,
the urban/rural teachers who through their resourcefulness improvise and
utilize a variety of instructional materials for effective teaching and
learning. Economic teachers in urban areas are those that teach in schools
located within urban areas characterized by many amenities like big markets,
television networks, pipe-borne water, road networks, hospitals companies, and
banks. Those in rural areas teach in school located within the area where many
amenities are lacking. When learners are taught using instructional materials,
they learn faster and retain facts better (Alterhaug, 2004).
1.2 Statement of the Problem
PERCEIVED INFLUENCE OF INSTRUCTIONAL MATERIALS ON LEARNING OF ECONOMICS IN SENIOR SECONDARY SCHOOLS IN OGBOMOSO, OYO STATE, NIGERIA
