CHAPTER ONE INTRODUCTION Background to the Study Instructional materials are print and non-print items that are

designed to impart information to students in the educational process. Instructional materials include items such as kits, textbooks, magazines, newspapers, pictures, recordings, slides, transparencies, videos, video discs, workbooks, and electronic media included but not limited to music, movies, radio, software, CD-ROMs, and online services. Instructional material plays a very important role in the teaching-learning process. It enhances the memory level of the students. At this time, education has spread wide and the entirely oral teaching cannot be the key to successful pedagogy; therefore, the teacher has to use instructional material to make the teaching-learning process interesting (Nicholls, 2000). The use of instructional material can enhance the learning achievement. Use of instructional material can appeal to the individual attention by creating interest. Since goals direct efforts, the teachers

problem of motivation is essentially one of arranging situation with instructional material in which the learner will see goals he wants to attain. The use of instructional material can facilitate the decision of a person toward taking right action. If instructional material is used, the prediction would be rewarding and consequences will justify the work done by person, he will feel full satisfaction. Instructional material is used efficiently and actively to facilitate the teaching-learning process in most of the advanced countries. However, the situation is not good in most of the developing countries as well as in Nigeria. Firstly, only the lower quality and the less quantity of instructional material are provided to schools. In this way, the availability of instructional material is very low. Secondly, teachers are not trained properly for using these instructional materials. Thirdly, teachers do not take interest in using the instructional material. There are many factors that are responsible for this lookworm attitude towards the use of these materials. This factor needs to be investigated thoroughly the need to investigate the

effect of the use of instructional material on the academic achievement of social studies students. Statement of the Problem It has been observed that despite the time allocated to Social Studies in our secondary schools, the students are still performing woefully and one begins to wonder why this is so, one begins to assume whether this poor performance can be attributed to unavailability of teaching aids in our schools and even if there is any there may not be electricity to operate them and qualified personnel to man them. In addition where there are teaching aids in the schools, some principals often confiscate them into their personal use, hence the reason why the researcher feels that investigation should be directed towards this area. The Purpose of the Study The purpose of the study is to find out the effective use and major roles played by the teaching aids in teaching and learning Social Studies most especially in Nigeria as a whole with particular reference to some selected secondary school in Atisbo local

government area of Oyo State. The purpose of the study are as follows: i. To know the effect of teaching aids on teaching and learning social studies. ii. iii To define the meaning of teaching aids. To find out the effect of teaching aids as it affects the students performance in social studies. iv v To make possible suggestion for future research. To examine the proper way of using the teaching aids.

Research Questions The following research questions were raised to pilot the study: 1. Are instructions material available for teaching Social Studies in school? 2. What problems are being faced by social studies teachers in the production of teaching aids? 3. What are the contribution of school authorities, government, parents and parent-teacher association to the provision of teaching aids?

4.

Is there any way the use of teaching aids can develop knowledge and skill in Social Studies?.

5.

Are there ways of overcoming the problem teachers may face in improvising teaching aids?

Significance of the Study. Since one of the objectives of Social Studies is to develop interest, attitudes in order to be a competent teacher of the subject. To a large extent, a good teacher can not do without the use of teaching aids in the teaching and learning process. It is therefore paramount that at the end of the research work the classroom teacher would be able to appreciate the importance and effectiveness of usage of instructional materials. Policy maker would also find it useful as blue print in formulating methodology policy. The students will benefit from instructional materials in the following ways: 1. 2. It makes the students to understand the content or the topic. It helps the students to have interest in Social Studies subject in the future. 3. It makes the students to attend Social Studies period regularly.

4.

Students believe in what they see in the sense that, it helps them to remember the content at any time.

The Scope of the Study This research study covers the effective use of instructional materials in teaching of social studies in some selected secondary schools in Atisbo local government, Oyo State. This study will automatically help to expanciate further whether these teaching aids have contributed greatly to the successes of student academic performances in Social Studies.

CHAPTER TWO REVIEW OF RELATED LITERATURE Introduction Instructional materials are those resources employed to facilitate effective teaching learning process. They are used to provide the richest possible teaching learning interaction between the teacher and the learners by promoting effective communication process. According to Schramna (1977) as cited by Adeyanju (1991) instructional materials are information carrying technologies that are used for instructional purpose with the hope of delivering educational information very quickly and very widely Akanbi (1988) described instructional materials as information careers designed specifically to fulfill objectives in teaching and learning situation. Nicholas and Howard (1975), in their book creative teaching edition tried to analyse the purpose of teaching aids. They wrote that aids offer teaching considerable opportunities to make their work more effective to relieve them from some tasks and to provide varieties and flexibility, but that not withstanding, it can also cause some teachers to use aids just for the sake of using them. They wrote

that teacher should have definite objective in mind when he considers the use of teaching aids. Different Kinds of Instructional Materials At this point, it is important to consider the broad categories of instruction materials by classifying them into their component group to which they belong. It is hoped that by doing that readers would be able to define such terminologies as audio, visual, audio-visual hardware, software and a host of other terms. Audio media: These are teaching devices that mostly appeal to the auditory sense. They consist of radio programmes, audio

recording such as cassettes and disc records. Other example of audio media are devices like the telephone and walkie-talkie. Since audio appeals mostly to the auditory sense, for them to be effective pupils must not be auditory impaired. Visual media: These are teaching and learning devices that appeals mostly to the visual sense, in this category we have such devices like simple visual devices like pictures, diagrams, photographs, three dimensional objects, projected still picture such as slides, film strips and transparencies like audio-media, they are

inexpensive, often simple to use and above all clear and impressive in their presentation. Audio-visual media: These are instructional devices that have the capacity to provide the features of audio and visual media simultaneously. Typical of media in this category are the television, video tape programme or recordings, sound films, film strips and slides with synchronized sound. Projected media: They consist of materials containing information which can be meaningful and effective only when projected on the screen using projection equipment that, requires electric power supply. The following are typical examples, film

projectors (8mm, 16mm and 35mm) film strip projector, opaque projectors and overhead projector, the overhead projector is commonly found in the classroom. Non projected media: These are instructional materials that can be used without resorting to any projection process unlike the projected media. Example of media under this category are: charts, poster, realia or models and are large enough to allow for easy visibility on the part of the learners.

Hardware:- Hardware is a term that is used to describe equipment extracting information form the software. They are usually bigger and in most case costlier than the objects that actually carry information to be extracted. Hardware include such gadgets like the television set monitor, projectors of all kinds, radio sets, cassette players, video player, record turn-table or disc play camera and computers. Software:- This term is used to describe all those materials that carry the message and information/content. Those include video tapes, cartridges, audio tapes. Real to real tapes, transparencies, slides filmstrips and diskettes etc. Attributes of Instructional Materials Generally speaking instructional media have five properties, these are the abilities to: i. ii. iii. iv. v. Promote perceptive Promote understanding Promote transfer of learning Provide reinforcement or knowledge of result Help retention

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Purposes of Instructional Materials Among the purposes of Instructional materials are: 1. Increasing the rate of learning and at the same time .allow the teacher to use more time on other gainful activities. 2. Providing learning experience, which are not within the immediate classroom environment. 3. Effecting a reality of experience that stimulates self- activity on the part of the learners. 4. 5. Discouraging rote learning by emphasizing realistic learning Abstract terms and concepts could best be explained and illustrated through the use of instructional materials. 6. It helps the learner to focus his entire attention during teaching and learning process. 7. It provides the teachers with the means of guiding and controlling the desirable responses of the learners in relation to stimulus materials of the learning situation. 8. It helps to develop awareness of problem; open possibilities for exploration, present meaningful interactions which naturally lead to provision of solutions.

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9.

It helps to stimulate purposeful and vitalized self-activity and this is much more profitable educationally than a more or less passive and often bored listening.

10.

Provision and use of instructional materials will improve classroom communication process between the teacher and the learners, with this the expected improvement in learning output will be accomplished.

Instructional Materials in Social Studies Social Studies subject is capital intensive requiring a lot of expensive equipment, materials and facilities in Nigeria, it is only rational that prudence should be given to the absolutely essential instructional materials that can promote teaching and learning of social studies. These basic materials include the following: The textbook: This is the teachers fundamental teaching tool for helping students acquire knowledge in the subject. A basic textbook recommended for students gives them a sense of security and references for mastering the details of the subject. The chalkboard: This is a permanent features in each room which provides basis for an overhead projector.

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The bulleting board: This is frequently neglected in social studies classroom. However, its importance as a means of instructing and stimulating students justifies its existence in the class. The flannel board: Although a chalkboard is more flexible than a flannel board, the flannel board presents display quicker, neater and in a more interesting manner. Using the flannel board means varying the presentation of lessons which in turn can improve the interest and attention or students. Wall charts: These are very good educational aids that can be used for illustration, review, recall and as reminder in answering students question referring to previously covered materials. They are

specifically good for reference when permanently mounted on the wall. Flow charts:- A flow charts according to Boynton (1970) is a diagram that shows all the steps involved in a particular activity or procedure. As a teaching device, it can help the student to learn the order of a particular activity or procedure. Mnemonic Devices: These are artificial associations aimed at helping ones memory when teaching. Example of such is BODMAS.

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Utilization of community resources: A good social studies educator should not only be competent in content and methodology, he must also be well informed in the utilization of community resources to enriched the learning of his students. Similarly, professionals can be invited to give talks on various professions. In addition to this, field trips to some notable and desirable places will be of value to social studies students. Factors to be Considered when Selecting Teaching Aids Usage of instructional materials is essential in any instructional interaction meant to produce learning. There should be no excuse or reason what so ever for not making use of instructional media by teachers. However it is important at this point to distinguish between two broad categories of instructional materials both of which require different types of decision from the teacher or instructor. They are: 1. Optional or enrichment media: These can be selected by a teacher as a matter of personal convection provided there is sufficient time and finance available. 2 Necessary or obligation media: These are the instructional media that should be used by teacher so as to help them

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accomplish the stated instructional objectives of the task. Time, finance and other factors to be made available. Criteria for Selecting Necessary Instructional Materials 1. Task Force: The objective to be accomplish at the end of the lesson must be put into consideration. Different objective will required different instructional materials. The following generalization can be made according to Davies (1971): i. Cognitive objective: Can be realized by all instructional materials. ii. Affective objective: Are best realized by audio aids pictures, film an television, simulator and language laboratories. iii. Psychomotor objective: Are best realized by audio aids, large model of reality simulators, language laboratories, field trips or excursion. 2. Topic and subject matter: It is mandatory to consider the topic and content and subject matter to be taught. It will be wrong to assume that just any medium can be used to teach all topics. The nature of the topics will determine the choice of instructional materials to be selected. Such factors like

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familiarity to the topic, concreteness or abstractiveness and scope are to serve as guide to instructional media selection. 3. a. Learners factors: Group size and location: There are certain media that are suitable for large audience while there are those for small audience or even individuals. The teacher is expected to consider such factors that will improve visibility, clarity, noise, classroom environment on the part of the learners when making a choice of instruction media for classroom. b. Intellectual abilities: Instructional materials selected should be borne out of consideration for the seemingly different academic ability of the learners in the class. A choice of complex

instructional media that would benefit only the high academic ability learners interest, and preferences in learning styles need to be put into consideration when selecting instructional materials. 4. Economic Factor: Here selecting criteria would include such variables like quality of diction, ease of use, compatibility that is, whether it is handy, flexibility of use, can it be used for long.

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Availability: Any instructional materials that is to used should be within the reach of the teacher, it is of no use setting

material that are not available. However, effort should be made to search for such materials most especially if they are locally manufactured. Improvisation of such materials could also be embarked upon. If materials are purchased, the accompanied manual which explain their use should be readable and understandable. Sources of Instructional Materials There are several sources from where to obtain teaching aids, among them are: 1. 2. 3. 4. 1. Direct purchase Improvisation Loan Donation Direct Purchase: The location of materials to be acquire through this source are the industries where the materials are manufactured or their agent. All that is required is for the use to approach the industry and arrange for necessary transaction

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that can facilitate direct purchase. Materials from this source include charts, overhead projector, opaque projectors, video player, television sets, filmstrips computer etc. 2. Improvision: Though the effort of both the teacher and learners of different kind of teaching aids using local materials. Local artisans can be contacted to get instructional materials produced. Materials from this source include charts, maps, pictures, slides chalkboard, flannel graphs, bulletin board, magnetic board, instructional games, models and mock. 3. Loan: This refers to a situation whereby a workable agreement is reached between two or more schools to exchange instructional materials for specific time or period. This is

known as inter-instructional materials loan, which could also be worked out between two departments, school units or sections in a school system. 4. Donation: Teaching aids can be donated to school or learning resources centres (LRS) by organization (local and foreign) individual and manufacturers. Some of these materials can be

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solicited for by contacting the donors where forces or sample models can be sent out for trial testing.

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CHAPTER THREE METHODOLOGY Introduction This chapter covers the procedures employed in carrying out the study. It provides detail information on the following: *Design of the study; *Population of the study; *Sample and sampling technique; *Instrumentation; method of data collection and *Method of data analysis. Research Design The study is a descriptive survey study as it made use of structured questionnaires in gathering data for the study. Survey method has advantages over other method because of the following reasons: i. ii. Survey method deals with the present situation. It is interested in the accurate assessment of the characteristic of the whole population of people by studying sample drawn from population.

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Population of the Study The population of this study comprised all the Nine hundred (900) junior secondary school students in Atisbo Local Government area in Oyo State. Sample and Sampling Technique A sample-size of One hundred (100) participants were randomly selected across the five secondary schools in the local government area. In each school sixteen students and four social studies teachers were selected to participate in the study. i. ii iii. iv. iv. Progressive Secondary School, Tede. Community Grammar School, Ofiki Baptist High School, Ago-Are ADS Grammar School, Tede Community Grammar School, Irawo The researcher used simple random sampling techniques to select students for the study. Research Instrument The research instrument used for collection of data were two structured questionnaires, one for the teachers while the other one is

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for the students. The teacher questionnaire is made up of two sections. Section A comprises information like name of school, sex, qualification, position etc while section B is made up of fourteen items. On the other hand, the students questionnaire consist of six items. Validity of the Instrument The items in the instruments were validated by the researchers supervisor after thorough scrutiny. Reliability of the Instrument The reliability of the instrument was established through test retest method of evaluation. This is done by administered the test instrument (questionnaire) first time and recorded the result, and after another two weeks another administration of the instrument was carried out and the result obtained are consistent. Method of Data Collection For the purpose of this study, all the five schools selected were visited by the researcher and the questionnaires were administered with the assistance of social studies teachers in each school. The entire

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questionnaires were immediately collected back from the teachers and their students since they were completed at once. Method of Data Analysis The researcher used simple percentage and averages calculated for the analysis of the results obtained from the administered questionnaires.

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CHAPTER FOUR DATA ANALYSISI AND DISCUSSION OF FINDINGS This chapter presents analysis and interpretations of data collected following the sequence of the research questions in the study. The results are presented research question by research question for ease of reference and logicality as shown below. Research Question 1: Are instructional materials adequate for teaching account in secondary school? Table 1: Analysis of respondent to adequate of instructional materials in teaching and learning Social Studies. NO OF RESPONDENT Items Strongly Agreed Strongly Disagreed Total agreed disagreed i. 6 8 2 4 20 ii. 7 11 0 2 20 iii. 4 11 2 3 20 iv. 46 29 0 5 80 Total 63 59 4 14 140 Percentage 45% 42% 3% 10% The result in table 1 revealed that 63 respondents representing 45% strongly agreed 59 respondents representing 42% agreed 4 respondents representing 3% strongly disagreed and 14 respondents representing 10% disagreed. Therefore since 45% which is 63 total number of respondents is greater than all the remaining respondents so
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it can be seen that there is adequate of instructional materials for teaching accounting in the secondary school. Research Question 2: What problem are being faced by social studies teachers in the production of teaching aids?. Table 2: Analysis of respondents to problem being faced by social studies teachers in the production of teaching aids. NO. OF RESPONDENTS Items Strongly Agreed Strongly Disagreed Total agreed disagreed 14 3 1 2 20 2 11 3 4 20 Total 16 14 4 6 40 Percentage 40% 35% 10% 15% The result in table 2 revealed that 16 respondents representing 40% strongly agreed 14 respondents representing 35% agreed 4 respondents representing 10% strongly disagreed and 6 respondents representing disagreed therefore since 40% which is 16 total number of respondents is greater than all the remaining respondents so it can showed from the table that 16 respondents greater than all there are problem are being faced by social studies teachers in the production of teaching aids.

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Research Question 3: What are the contribution of school authorities, government and parent-teacher association to the provision of teaching aids in social studies? Table 3: Analysis of respondent to the contribution of school authorities, government and parent teacher association to the provision of teaching aids.
NO OF RESPONDENT

Items 6 7 Total Percentage

Strongly agreed 13 11 24 60%

Agreed 7 7 14 35%

Strongly disagreed 0 0 0 0%

Disagreed 0 2 2 5%

Total 20 20 40

It can be deduced from the table 3 that 24 respondents representing 60% strongly agreed; 14 respondent representing 35%; agree and 2 respondent representing 5 ;Disagreed; There fore; since 24% 60 which is 24 is grater than all the remaining respondents it can be seen that there are contribution of school authorities; government and parent teacher association in the provision of teaching aids. Research Question 4: Is there any way the use of teaching aids can help develop knowledge in social studies. Table 4: Analysis of the respondent 10 is there any way the use of teaching aids
can develop knowledge and skill in financial accounting.

Items

Strongly

NO OF RESPONDENT Agreed Strongly Disagreed Total

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5 13 Total Percentage

agreed 46 15 61 61

29 5 34 34

disagreed 0 0 0 0%

5 0 5%

80 20 100

The result in table 4 revealed that 61 respondents representing 61% strongly agreed and 5 respondents representing 5% therefore, the table shows that the students enjoy the social studies class where teaching aids are used. Research Question 5: Are there way of overcoming the problems social studies teachers may face in improvising teaching aids. Table 5: Analysis of respondent to: Are there way of overcoming the problem social studies teachers may face in improvising teaching aids. NO OF RESPONDENT Items Strongly Agreed Strongly Disagreed Total agreed disagreed 11 12 6 0 2 20 12 15 5 0 0 20 Total 27% 11 0 2 Percentage 68% 27% 0% 5% It can be concluded from the table 5 that since 27 respondents representing 68% Strongly Agreed 11 respondents representing 27% Agreed and 2 respondents representing 5% disagreed from the

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table above, we can see that teaching aids should be used at the beginning, middle and at the end of the lesson. Also, the interest, level of understanding of the students given problems to the teachers because they consider then before they choose any instructional materials.

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CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS Summary of Findings The research set out to examine and analyze the effective use of instructional materials on student academic performance in social studies in some selected secondary schools in Atisbo local government area of Oyo state. The summary of the findings can be highlighted as follows: 1. There are instructional materials for social studies in the schools 2. There are contributions from school authorities, government, parent-teacher association as regards the provision of

instructional materials for social studies. 3. There are ways the use of teaching aids can develop the knowledge in social studies. 4. There are problems a teacher may face in providing instructional materials for social studies. 5. There are ways of overcoming the problems teaching may face in improvising in social studies.

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Conclusion The effective teaching and learning of social studies should be treated with all seriousness, though there are factors that acted as impediment towards this direction. On the part of the students, they do not really show interest to classes where instructional materials are not used in the course of teaching and learning. From the research findings, the percentages of the teachers that did not make use of other teaching aids (except textbooks) was 42%. The success and failure of social studies depend on the teachers and how effective he or she uses instructional materials in the course of imparting knowledge in social studies. Recommendations The findings show the relevance of using instructional materials in teaching and learning of social studies. Therefore, the following recommendations were made to parents, schools, teachers and government. Parents Parents should try to take interest in education of their children, it is true that the child spend more time at home than in school. The

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parents should therefore should join hands as a stakeholder in the education of their children. They should try and buy recommended textbooks for their children, to read at home in the evening and other free times. Schools The school authority should be aware that the junior secondary school is transistion from elementary school to secondary level of education. The class size should be reduced drastically to ratio 1:30 and at most to ration 1:40 so that teachers will be able to pay full attention to the students and reach them effectively and should be able to mark or check assignment. The school authority should set-up a standard to check students performance. Teachers Teachers should be allowed to be attending in-service courses and their non-formal educational setting organized either by ministries of education or institution of education and colleges of education. This will definitely enhance their learning and will boost the teaching and learning of social studies. The teacher should be given incentives and should be made to have job satisfaction.

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The teacher should make proper use of teaching aids to enhance learning.They should be ready to improvise where manufacturer ones are not available. The teacher should bear it in mind that teaching aids cannot replace teaching itself, but they are serve as guide and explanatory objects in teaching social studies. Also, the teacher should found different methods of motivating the students during teachings-learning processes to make the lesson interesting and lively. Government The government has a very vital role to play in the success of teaching and learning of social studies. The government should make sure that the aims and objectives of social studies are fulfiled. It is the

responsibility of the government to make sure that the schools are well equipped with the instructional materials to enhance

teachersperformance.

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REFERENCES Akanbi, G.O. (1988). The concept of book media as instrument of teaching. Adeyanju (1991): The use of instructional materials on teaching and learning of subject matter. Federal Republic of Nigeria. (1981). National Policy on education Federal Ministry of Information Lagos. Nicholas, E.M and Howard, V. (1975). The use of instructional materials for Technologist Development. Nicholas, E. M. (1993): improving the quality and Techniques of Teaching Davies, E.G. (1971). Foundation of education thought and practice.

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APPENDICE QUESTIONNAIRE Questionnaire for Students Instruction: Please fill in the blank spaces provide or tick () where necessary any of the options that convincingly clears your conscience. SECTION A a. b. c. d. Name of school_____________________________ Year of establishment:__________________________ Age:____________________ Class:______________ Year admitted to the school:_______________________ Instruction SA stands for Strongly Agreed A stands for Agreed SD Stands for Strongly Disagreed and D stands for Disagreed. S/N SA 1. I have interest in social studies 2. I like my social studies teacher 3. My teacher uses teaching aids during social 4. studies class My teacher computer, 5. uses teaching aids like chart, A SD D SECTION B Sex:__________________

portable

chalkboard,

project file in teaching social studies I enjoy social studies class where teaching
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6.

subject aids are used Teaching aids affect the teaching of social studies negatively Thank for you co-operation.

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