A SURVEY OF INSTRUCTIONAL MATERIALS USED FOR EFFECTIVE TEACHING AND LEARNING OF ECONOMICS IN SENIOR SECONDARY SCHOOLS
ABSTRACT
The purpose of this study was to look into the instructional materials used in Senior Secondary Schools for effective teaching and learning of Economics.
The problem identified in the research was that there should be provisions for the maintenance of instructional materials, as well as adequate information for teachers on the availability of ready-made instructional materials.
The researcher reviewed various literature such as books, magazines, journals, and unpublished past projects that directly relate to the research work in order to provide the theoretical framework and background for the study.
In addition, a structured questionnaire based on the review was designed to collect data. The questionnaire was divided into two sections (A and B).
Section A dealt with the respondents’ biographical information, while Section B dealt with research statements. Section B data was analyzed using percentage scores and other statistical methods such as pie charts, bar charts, line graphs, and chi-square. After thoroughly analyzing the data, my findings revealed that instructional materials leave a lasting impression on the learners and allow students to grasp the meaning of the concept being taught quickly and easily.
Based on the findings, the researcher recommended that the government step up efforts to provide maintenance for secondary school instructional materials.
CHAPTER ONE
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
It should be noted that teaching aids are important catalysts for social reengineering and change in students. It goes without saying that effective instruction cannot be delivered without the use of instructional materials.
The reason is not far-fetched: technological advances have brought instructional materials, particularly projected and electronic materials, to the forefront as the most radical tools of globalization and social development, positively affecting the classroom teaching learning situation.
Such technological breakthroughs as net worked and non-net worked; projected and non-projected; visual, audio, audio-visual electronic materials are significant landmarks in knowledge. Both teaching and learning become pleasurable experiences with them.
Instructional materials have some inherent advantages that set them apart in the classroom.
For one thing, they provide teachers with engaging and compelling platforms for conveying information by motivating students to want to learn more and more. Furthermore, by allowing for private study and reference, the learner’s interest and curiosity are increased.
Furthermore, the teacher is helped to overcome physical difficulties that might have hampered his effective presentation of a given topic. They make teaching and learning more enjoyable and less stressful in general. They are equally important catalysts of the learners’ social and intellectual development.
According to Bolick (2003), there is a positive relationship between effective teaching and the use of instructional materials. “While some educators have been fascinated by the potential of instructional materials to enhance teaching and learning, teachers have lagged behind in using instructional materials during teaching and learning,” he argued.
Others expressed skepticism that instructional materials will ever inspire social studies teaching reform.” Instructional materials are essential components of teaching-learning situations; they not only supplement but also complete the learning process. It then demonstrates that, in order to have an effective teaching-learning activity, instructional materials must be used.
1.2 PROBLEM STATEMENT
The majority of schools’ procurement of instructional materials is hampered by inadequate school funding.
The majority of instructional materials used in schools are out of date and irrelevant to the subject’s teaching and learning.
Related: The Effect of School Environment on Secondary School Academic Achievement Students
The majority of modern instructional materials procured by schools are inoperable because teachers are inexperienced in the use of these materials, such as computers, projectors, and other gadgets.
1.3 EXPLAINING THE JUSTIFICATIONS FOR THE STUDY
The practical justification for this research is that it is an instrument for accelerating the rate of all inertia in a people, achieving mobilization, and directing their productive forces toward improving their living conditions.
1.4 THE STUDY’S LIMITATIONS
One of the study’s limitations could be the time required to collect opinions from schools.
The substantial financial resources required to obtain relevant materials, as well as the time constraint to complete and submit the project.
1.5 THE STUDY’S IMPORTANCE
The study is significant because it will demonstrate the importance of teaching as a profession and the impact of a teacher in influencing a learner’s future development and growth. How the design, production, and use of teaching and learning materials facilitates teaching and learning outcomes.
1.6 QUESTIONS FOR RESEARCH
In order to conduct a survey of instructional materials used for effective economics teaching and learning in senior secondary schools, some pertinent questions must be asked.
A. What are the relevant instructional materials that could help with economics teaching and learning in senior secondary schools?
B. What is the government’s role in providing instructional materials in senior secondary schools?
C. What effect do these instructional materials have on students?
D. What are the challenges that teachers face when implementing these instructional materials in senior secondary school?
E. What are the teacher’s financial constraints in obtaining these instructional materials?
1.7 TERM DEFINITION
Terms are special words used in the course of this project that are defined below to make it more explanatory and meaningful.
o Instructional Material: items such as printed, audio, and visual materials that aid in the successful delivery of a lesson.
o Effective communication: is typically the result of an effective teacher’s careful selection of the appropriate medium or combination of media available.
o Teaching: A teacher’s job or profession.
o Education: The acquisition of knowledge through reading and study.
o Projected media: are forms of media that can be visual, audio, or audio-visual in nature and require projection and electricity to be used in a teaching and learning situation.
o Non-projected: These are materials that do not require any type of projection to be used.
o Growth: the gradual process of becoming larger, better, stronger, or more advanced.
o Technology: new machines, equipment, and ways of doing things based on current scientific and computer knowledge.
o Visual Aids: These are items that appeal to the sense of vision (the eye), such as still pictures, maps, charts, graphs, diagrams, chalkboard, sketches, atlases, and paintings.
o Manipulative materials: are instructional materials that learners skillfully handle, deal with, and manage expertly in order to achieve the desired behavioral changes.
1.8 HYPOTHESES
The following are the hypotheses that will underpin the project.
A. There is a strong correlation between the instructional materials used for effective teaching and learning and the student’s level.
B. There is a strong link between teacher roles and instructional materials used for effective teaching and learning.
C. There is a strong link between government’s role and instructional materials used for effective teaching and learning.
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A SURVEY OF INSTRUCTIONAL MATERIALS USED FOR EFFECTIVE TEACHING AND LEARNING OF ECONOMICS IN SENIOR SECONDARY SCHOOLS
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