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EFFECTS OF INSTRUCTIONAL MATERIALS ON THE TEACHING AND LEARNING OF SOCIAL
STUDIES IN SECONDARY SCHOOLS IN OJU LOCAL GOVERNMENT AREA OF BENUE STATE
1,*Ogaga,
G. A
1
Department of Biological Sciences,
2
Department of Chemistry, College of Education, Oju, Benue State, Nigeria
3
Department of Integrated Science, College of Education, Oju, Benue State, Nigeria
ARTICLE INFO
ABSTRACT
This study investigated the effect of instructional materials on the teaching and learning of social
studies in secondary schools in Oju
with four purposes, four research questions and hypothesis. Survey design was adopted and both
students and teachers constituted the population for study. A sample of hundred subjects was drawn
from five schools and was administered questionnaires. Data collected was analyzed using simple
percentage (%) for research question and chi square for hypothesis. However, the four hypothesis
were tested at 0.05 level of significance and were all rejecte
relevant instructional materials, availability and ability of the teacher to improve all had significant
relationship with the teaching and learning of social studies in Oju local government area. The
research recomm
instructional materials in secondary schools.
Copyright©2016, Ogaga et al. This
is an open access article distributed under the Creative Commons Att
distribution, and reproduction in any medium, provided the original work is properly cited.
INTRODUCTION
Learning and teaching is the concern of
Though learning is a complex process, it can however, be
defined as a change in disposition, a relatively permanent
change in behavior overtime and this is brought about by
experience. Learning can occur as a result of newly acquired
skil
l, knowledge, perception, facts, principles, new information
at hand etc. (Adeyanju, 1997)
Learning can be reinforced with
instructional materials of different variety because they
stimulate, motivate and as well as arrest learners’ attention for
a while during the instruction process.
Instructional materials
are learning aids and devices through which teaching and
learning are done in schools. According to Akamobi, (1998)
instructional materials are those materials used in classroom or
workshops for instr
uction or demonstration purpose by
students and teachers. Chauha (1973) saw them as actual
equipment used as “hands on” process by learners in order to
develop the degree of skills sought by the course of
requirement. Examples of instructional materials in
*Corresponding author: Ogaga, G. A.
Department of Biological Sciences,
College of Education, Oju, Benue
State, Nigeria.
ISSN: 0975-833X
Article History:
Received 21st April, 2016
Received in revised form
29th May, 2016
Accepted 10th June, 2016
Published online 16th July, 2016
Key words:
Creativity, Instructional materials,
Teaching, Social studies, Effect, Students.
Citation: Ogaga, G. A., Igori Wallace and Egbodo Benson, A.
secondary schools in Oju local government area of Benue state”
RESEARCH ARTICLE
EFFECTS OF INSTRUCTIONAL MATERIALS ON THE TEACHING AND LEARNING OF SOCIAL
STUDIES IN SECONDARY SCHOOLS IN OJU LOCAL GOVERNMENT AREA OF BENUE STATE
G. A
., 2Igori Wallace and 3Egbodo Benson
,
Department of Biological Sciences,
College of Education, Oju, Benue State, Nigeria
Department of Chemistry, College of Education, Oju, Benue State, Nigeria
Department of Integrated Science, College of Education, Oju, Benue State, Nigeria
ABSTRACT
This study investigated the effect of instructional materials on the teaching and learning of social
studies in secondary schools in Oju
local government area of Benue state. The research was guided
with four purposes, four research questions and hypothesis. Survey design was adopted and both
students and teachers constituted the population for study. A sample of hundred subjects was drawn
from five schools and was administered questionnaires. Data collected was analyzed using simple
percentage (%) for research question and chi square for hypothesis. However, the four hypothesis
were tested at 0.05 level of significance and were all rejected. The study revealed that selection of
relevant instructional materials, availability and ability of the teacher to improve all had significant
relationship with the teaching and learning of social studies in Oju local government area. The
research recommends among others that government and school heads should ensure the provision of
instructional materials in secondary schools.
is an open access article distributed under the Creative Commons Attribution License, which
distribution, and reproduction in any medium, provided the original work is properly cited.
Learning and teaching is the concern of
trained teachers.
Though learning is a complex process, it can however, be
defined as a change in disposition, a relatively permanent
change in behavior overtime and this is brought about by
experience. Learning can occur as a result of newly acquired
l, knowledge, perception, facts, principles, new information
Learning can be reinforced with
instructional materials of different variety because they
stimulate, motivate and as well as arrest learners’ attention for
Instructional materials
are learning aids and devices through which teaching and
learning are done in schools. According to Akamobi, (1998)
instructional materials are those materials used in classroom or
uction or demonstration purpose by
students and teachers. Chauha (1973) saw them as actual
equipment used as “hands on” process by learners in order to
develop the degree of skills sought by the course of
requirement. Examples of instructional materials in
clude visual
College of Education, Oju, Benue
aids, audio aids, audio-
visual aids, real object and many others.
The visual aids in form of wall charts illustrated
pictorial materials, textbooks etc. thus audio instructional
materials refer to those that make use of the sense of hearing
only like the radio, audio tape recorder etc. an audio visual
instructional material therefore is a combination of devices
which appeals to the sense of both hearing and seeing such as
television, motion pictures and computers.
definitions of instructional materials, we may gather that social
studies as an area of education deals with instructional
problems an
d solutions through the use of various visual,
audio and audio-
visual materials and equipment.
problem of inadequate preparation of teachers to carry out
reading instruction (Bello, 1980). This inadequacy translates in
poor reading performa
nce in social studies and by implication
other subject areas.
Students in our various secondary schools
equally lack the basic textbooks and other important materials
that will support them in the learning of social studies at that
level. Teaching social
studies without relevant instructional
materials leads to poor performance in other subjects.
Instructional materials facilitate teaching and learning activities
and consequently, the attainment of the lesson objectives.
However, this depends on the a
Available online at http://www.journalcra.com
International Journal of Current Research
Vol. 8, Issue, 07, pp.33859-33863, July, 2016
INTERNATIONAL
Ogaga, G. A., Igori Wallace and Egbodo Benson, A. 2016.
“
Effects of instructional materials on the teaching and learning of s
secondary schools in Oju local government area of Benue state”
, International Journal of Current Research, 8, (07),
33859
z
EFFECTS OF INSTRUCTIONAL MATERIALS ON THE TEACHING AND LEARNING OF SOCIAL
STUDIES IN SECONDARY SCHOOLS IN OJU LOCAL GOVERNMENT AREA OF BENUE STATE
,
A.
College of Education, Oju, Benue State, Nigeria
Department of Chemistry, College of Education, Oju, Benue State, Nigeria
Department of Integrated Science, College of Education, Oju, Benue State, Nigeria
This study investigated the effect of instructional materials on the teaching and learning of social
local government area of Benue state. The research was guided
with four purposes, four research questions and hypothesis. Survey design was adopted and both
students and teachers constituted the population for study. A sample of hundred subjects was drawn
from five schools and was administered questionnaires. Data collected was analyzed using simple
percentage (%) for research question and chi square for hypothesis. However, the four hypothesis
d. The study revealed that selection of
relevant instructional materials, availability and ability of the teacher to improve all had significant
relationship with the teaching and learning of social studies in Oju local government area. The
ends among others that government and school heads should ensure the provision of
ribution License, which
permits unrestricted use,
visual aids, real object and many others.
The visual aids in form of wall charts illustrated
pictures,
pictorial materials, textbooks etc. thus audio instructional
materials refer to those that make use of the sense of hearing
only like the radio, audio tape recorder etc. an audio visual
instructional material therefore is a combination of devices
which appeals to the sense of both hearing and seeing such as
television, motion pictures and computers.
From the above
definitions of instructional materials, we may gather that social
studies as an area of education deals with instructional
d solutions through the use of various visual,
visual materials and equipment.
There is the
problem of inadequate preparation of teachers to carry out
reading instruction (Bello, 1980). This inadequacy translates in
nce in social studies and by implication
Students in our various secondary schools
equally lack the basic textbooks and other important materials
that will support them in the learning of social studies at that
studies without relevant instructional
materials leads to poor performance in other subjects.
Instructional materials facilitate teaching and learning activities
and consequently, the attainment of the lesson objectives.
However, this depends on the a
dequacy and appropriateness of
INTERNATIONAL
JOURNAL
OF CURRENT RESEARCH
Effects of instructional materials on the teaching and learning of s
ocial studies in
33859
-33863.
materials so selected. This in effect, means that learning
resources are not selected haphazardly (Jiya, 1993). Indeed
instructional materials to be used should be carefully selected
by the teachers. Brunner, (1961) in Mustapha (2005) also
emphasized that oral reports require visual aids and
improvisation. Improvisation is the art of providing the
alternative or next to real thing when the real thing is not
available or difficult to come by. It is therefore important that
teachers of social studies use teaching aids or
improvise to make learning easy, enjoyable and permanent.
They is therefore, great need for the teachers of social studies
who want to be effective at their work to be able to use all
available instructional materials as well as improvise where
they are not readily available. The obvious facts remains that
people remember those they have seen, touched and even
played with. The primary task of teaching is to facilitate
effective learning and understanding of the content materials
(shoji, 2005). Instructional materials which appeal to all
learners’ understanding of the language phenomena should be
encouraged for use in our schools.
Statement of problem
For quite some times now, the teaching of social studies has
suffered in the hands of un-resourceful and un-motivated
teachers, especially at the secondary school level. Many
teachers at this level feel that social studies lesson does not
necessarily need to be accompanied by the uses of instructional
materials. There has been general outcry of poor performance
of learners in social studies in secondary school in the state.
This poor performance stems from the mare fact that there are
inadequate instructional materials or resources that will
facilitate the teaching of the basic concept of social studies.
Jiya, (1998), and Kojo (2006) have noted the above mentioned.
The social studies learning therefore appear very
abstract and difficult for the learners as they used their sense
only. It has been observed the social studies teachers find a
very herculean task to accompany their lesson with relevant
instructional materials such as audio aids, visual aids, visual
and audio-visual aids. This is perhaps due to lack of textbooks
or resourcefulness or lack of innovativeness or gross
incompetents of the teachers. Whichever is the case, this lack
of instructional materials constitutes a great deal of problem for
effective teaching and learning of the subject.
Purpose of Study
This study focuses primarily on the effect of instructional
materials on the teaching and learning of social studies in
secondary schools in oju local government Area of Benue state.
Specifically, the study set out to achieve the following
objectives.
1. To determine the effect of instructional material on
students performing in social studies.
2. To find out why secondary schools teachers find it
difficult to select relevant instructional material toward
the teaching and learning of social studies.
3. To find out to what extent instructional materials are
available in teaching and learning of social studies.
4. To determine the possible way of improving the
instructional materials that will facilitate the teaching
and learning of social studies.
Research Questions
1. To what extent would the use of instructional material
influence the students’ performance in the teaching and
learning of social studies?.
2. To what extent would the selection of relevant materials
influence the teaching and learning of social studies?.
3. To what extent are instructional materials available to
students of social studies in Oju Local Government area
of Benue State?
4. To what extent do teachers improvise instructional
materials to facilitate the teaching and learning of Social
Studies.
Hypotheses
In order to give answers to the research questions, the
following null hypothesis were formulated.
1. There is no significant relationship between the use of
instructional materials and the overall performance of
student in the teaching and learning of Social Studies.
2. There is no significant relationship between the
selection of relevant materials and their usage in the
teaching and learning of Social Studies.
3. There is no significant relationship between the
availability of instructional materials and effective
implementation in the teaching and learning of Social
Studies.
4. There is no significant relationship between the teaching
and learning of Social Studies where there are no
improvised teaching aids.
Significance of the Study
The essence of any research endeavor is an addition to the
academic satisfaction, to find solution to the numerous
problems confronting man in his attempt to actualize himself in
the context of the society. Instructional materials stimulate
critical and creative thinking in learners which is an important
cornerstone of the Social Studies philosophy. They also help
the learners to develop the skill of analytical enquiry, motivate
to produce their own materials and provide experience that are
not easily obtained within the classroom environment. The
research will be of help to the younger generation researchers
who wish to conduct similar research in the field. It will served
as a material to curriculum planners, educational policy
makers, writers of social studies textbook and teachers of social
studies in various secondary schools. Finally, this research will
be useful to government as findings of this studies as well as
recommendations could be used by the ministry of education as
frame work to organize seminars and workshop to train
secondary school teachers on how to teach social studies
effectively.
Scope of the Study
The study confined to select secondary schools in Oju local
government areas of Benue state. Specifically, the following
33860 Ogaga et al. Effects of instructional materials on the teaching and learning of social studies in secondary schools in
Oju local government area of Benue state
areas will covered concept of instructional materials, types,
importance, fundamentals, principles guiding the selection,
utilization, teachers, perceptions regarding the provision of
instructional materials and improvisation.
Research Design
Ada (1994) define research as a plan, structure and strategy of
investigation in order to obtain answers to research question
and control variances. The research design used for the purpose
of this study is the survey method. This is because the
researcher intends to find out the effects of instructional
materials used in the teaching of social studies in secondary
school in oju Local Government Area of Benue State and it is
his intention to discover the relative incidence and inter-
relations of Sociological and psychological variables.
Area of Study
The study was carried out in Oju Local Government Area of
Benue State. The secondary schools selected for this study are
within Oju metropolis.
Population of the Study
The population of the study consists of the teachers and
students teaching and learning social studies in some selected
schools in Oju Local Government Area of Benue State. This
is so because there are a number of secondary schools in Oju
Local Government but just a few were randomly selected.
Sample and Sampling
For this study, the sample size consists of 100 responds
comprising of 25 teachers and 75 students teaching and
learning socials studies from (5) selected secondary schools in
Oju Local Government Area of Benue Stat.
Among all the schools in Oju Local Government Area, five (5)
were randomly selected and are listed below:
Method of Data Collection
The method used for gathering of data for this study is the
survey research method. It involves the use of questionnaires to
obtain information from large sample of respondents selected
from a certain pollution; teachers and students of selected
Secondary School in Oju Local Government Area of Benue
State.
Method of Data Analysis
The main analysis technique employed is the chi-square, it is
used to test the hypotheses while simple percentage is used for
the research questions.
RESULTS AND DISCUSSION
Research question 1: To what extend would the use of
instructional materials influence a students’ performance in the
teaching and learning of social studies.
Table 1. Performance response of influence of instructional
materials on student’s performance on the teaching and
learning of social studies
From the result of Table 1, 40% teachers and 3% of students
strongly agree that instructional materials have significant
influence on the teaching and learning of social studies, 36%
and 63% also agree, 16% and 45% disagree, while 8% and 4%
strongly disagree. From the result the high percentage of both
teachers and students indicate positive responses, hence
instructional materials have significant influence on teaching
and learning of social studies in Oju local government area
Benue state.
Research question 2: to what extent would the selection of
relevant materials influence the teaching and learning of social
studies?
Table 2. Percentage response of selection of relevant materials on
teaching and learning of social studies
From Table 2: the result shows that 80% of teachers and 73%
of students agree that selection of relevant materials
significantly influence the teaching and learning of social
studies, 20% and 20% respectively agree, also0% and 5%
disagree while 0% and 1% strongly disagree.
Hence, the largest percentage agrees with the research
question. It is therefore concluded that selection of relevant
materials influence the teaching and learning of social studies
in Oju local government area Benue state.
Research question 3: to what extends are instructional
materials available to students of social studies in oju local
government area Benue state
33861 International Journal of Current Research, Vol. 08, Issue, 07, pp.33859-33863, July, 2016
Table 3. Availability of instructional materials in Oju local
government area
The result in table 3 reveals that 8% of students strongly agree
that instructional materials are available in oju schools, 4% and
17% respectively also agree, 5% and 28% disagree while 68%
and 47% strongly disagree with the research question. Hence
the highest percentage disagree and indicate negative
responses, it means instructional materials are not found in
most secondary schools in oju.
Research question 4: to what extend do teachers improvise
instructional materials to facilitate the teaching and learning of
social studies?
Table 4. Improvisation of instructional materials
The result from table 4shows that 405 of teachers and 3% of
students strongly agree that teachers improvise instructional
materials to facilitate the teaching and learning of social
studies, 8% and 48% also agree, 16% and 40% disagree while
36% and 53% strongly disagree with it. From the analysis,
teachers show positive response while students show negative
response. It may be that teachers want to protect their image
but since students are at the receiving end, it is concluded that
teachers do not necessarily improvise instructional materials to
facilitate the teaching and learning of social studies.
TESTING OF HYPOTHESES
HYPOTHESIS 1: there is no significant relationship between
the use of instructional materials and the overall performance
of student in the teaching and learning of social studies.
Table 5. Chi-square test of relationship between the use of
instructional and students performance in the teaching and
learning of social studies
Result from table 5 reveal that the calculated chi-square of 11.1
is greater than the critical value of 7.82 with 3 degree of
freedom at 0.05 level of significance. Hence the null-
hypothesis which states that there is no significant relationship
between the use of instructional material at the overall
performance of students in the teaching and learning of social
studies is rejected. Meaning that the use of instructional
materials has significant relationship between the overall
performances of the students in the teaching and learning of
social studies.
Hypothesis 2: There is no significant relationship between the
selection of relevant materials and the usage in the teaching
and learning of social studies.
Table 6. Chi-square test of selection of instructional materials and
its usage in teaching and learning of social studies
Cal X
2
critical df
level of decision
Value sign
34.15 .82 3 0.05 rejected
Result from table 6 shows that the calculated chi-square of 34.
15f is greater than the chi-square critical at 3 degree of freedom
at 0.05 level of significance. Hence the null-hypothesis which
states that there no significant relationship between the
selection of relevant materials and their usage in teaching and
learning of social studies is rejected. Meaning the selection of
relevant materials and their usage have significant relationship
between the teaching and learning of social studies.
Hypothesis 3: there is no significant relationship between
availability of instructional materials and effective
implementation in the teaching and learning of social studies.
Table 7. Chi-square test of relationship between the availability of
instructional materials and effective teaching and learning of
social studies
Result from table 7 shows that the calculated chi-square value
of 11.5 is greater than the critical value of 7.82 with 3 degree
of freedom at 0.05 level of significant relationship between the
availability of instructional materials and effective teaching
and learning of social studies is rejected. Meaning that
availability of instruction materials has significant relationship
with effective teaching and learning of social studies.
Hypothesis: 4. there is no significant relationship in the
teaching aids improvised by the teacher.
Table 8. Chi square test of relationship between improvised by the
teacher and learning of social studies
33862 Ogaga et al. Effects of instructional materials on the teaching and learning of social studies in secondary schools in
Oju local government area of Benue state
Result from Table 8 shows that the calculated chi-square of
13.4 is greater than the critical values of 7.82 with 3 degree of
freedom at 0.05 level of significant . Hence the null-hypothesis
which states that there is no significant relationship in the
teaching and learning of social studies where there are no
teaching aids improvised is rejected. Meaning that there is
significant relationship in the learning of social studies when
teachers improvise where original ones are not available.
DISCUSSION OF FINDINGS
Based on the data presented, analyzed and interpreted, the
researcher is able to come out with the followings findings.
The first analysis reveals that the use of instructional materials
has significant relationship between the overall performance of
students in the teaching and learning of social studies. This was
evident because all the answers from the items indicates a
negative response hence the highest percentage agree that
instructional materials affects students’ performance. In testing
the hypothesis, the chi-square calculated was greater than the
chi-square critical, the null-hypothesis was rejected and
alternative accepted. This result support the view of Jiya (1993)
which states that instructional materials increase the retention
rate of learners, which, therefore makes learning more
permanent. The second finding shows that the selection of
relevant materials and their usage have significant relationship
with the teaching and learning of social studies. The analysis
from the research questions agrees with this response. Also the
chi-square calculated was greater than the critical chi-square at
0.05 level of significance. These findings also agree with the
views of Jiya (1993), which say the attainment of lesson
objectives and the facilitation of teaching and learning process
highly depends on the adequacy and appropriateness of
instructional materials selected by the teacher. This however
entails that instructional materials should be carefully selected
by the teacher. The third findings reveals that the availability of
instructional materials has significant relationship with
effective teaching and learning of social studies. This is so
because, the analysis from the research question indicates
positive response. The chi-square calculated is also greater than
the critical value, hence the null-hypothesis was rejected.
The fourth and the last finding reveals that there is a significant
relationship in the teaching and learning of social studies when
teachers improvise where original ones are not available. The
analysis from the research agrees with this. Also the calculated
chi-square was higher than the critical value at 0.05 level of
significance, hence thee null hypothesis was rejected. This
finding supports the view of Kole (2006), which says the
involvement of teachers learners in improvising material gives
students and teachers the opportunity to concretize their
creativity, resourcefulness and imaginative skills.
Conclusion
It is generally agreed that instructional material and their usage
have profound influence on student academic performance and
achievement.
The research however set to find out the effect of instructional
material on teaching and learning of social studies in Oju local
government area of benue state. From the result of the analysis,
it is therefore concluded that the selection of relevant
instructional material, available and the ability of teachers to
improvise all hard significant relationship between teaching
and learning of social studies. It is in this regard that the
researcher draws the attention of the teachers, proprietors,
principals as well as government to take priority in the
provision of instructional materials since they boost student
performances.
Recommendations
Based on the finding of the study, the following
recommendations have been made;
1. The government and the school heads should ensure that
instructional materials are available in schools.
2. In selecting instructional materials, the teachers should
ensure that the material selected is commensurate to the
topic and age level of the students.
3. Secondary schools administrators should encourage
classroom teachers to improvise and use instructional
materials in secondary schools.
4. Workshops, conferences, seminars, etc. should be
organized on how to use instructional materials in
secondary schools.
REFERENCES
Adeyanju, J.L 1997. Production of chip instructional materials
for the 6-3-3-4 system of education with emphasis on the
first six years. Trend and Research in Educational
Technology, pp. 45-53
Akambi, K. 1988. Selection, utilization and evaluation of
instruction. In I. Agun & I. Imogie (Eds)
Fundamental of Educational Technology, Ibadan: Y-Books,
pp. 91-92.
Bello, J.Y. 1980. Basic principles of teaching: chichester, John
Wiley and Sons limited.
Brunner, J.S. 1961. “The act of discovery” Haverd educational
Review.
Chauha, S.S. 1973. Advance Educational psychology. New
Delhi:UBS publisher distributors PVT Ltd.
Jiya, R.R 1993. The use of communicative language teaching
Materials for junior secondary schools in mina, Niger State.
M.ed. (TESL) Thesis, Zaria, Almadu Bello University.
Kolo, C.M. 2006. Development and management of school
Resources. Port-harcourt: grapic poblishers.
Mustapha, F.E 2002. media method in instructions: in
education technology approach. Kano: rainbow Royale
Slain, G. 1980. Educational psychology in a changing world.
London: George Allen and Unwin.
*******
33863 International Journal of Current Research, Vol. 08, Issue, 07, pp.33859-33863, July, 2016
