AN EVALUATIVE STUDY OF THE ADEQUACY OF RESOURCES IN THE TEACHING OF SOCIAL STUDIES IN SOME PRIMARY SCHOOLS
ABSTRACT
The study looks at the adequacy of resources in primary school social studies teaching. This study was designed as a descriptive survey. Data were gathered from teachers in six primary schools in Ogun State’s Abeokuta South Local Government Area.
As a sample, one hundred (100) teachers, both male and female, of various ages, qualifications, and experience were used. A questionnaire was used to collect data. The questionnaire used a close-ended Likert-type technique to determine the degree of agreement or disagreement with the provided statement. The chi square test was used to analyze the data. An evaluative study of the adequacy of resources in the teaching of social studies in some primary schools revealed that
The following recommendations were made based on the findings:
– Teachers are encouraged to commit to using instructional materials effectively in all of their social studies lessons.
– Teachers should be properly monitored and trained in the field of educational technology to expose them to modern technological apparatus and how to manipulate their functions.
– The teacher, as the main vessel through which all planned and unplanned activities can be accomplished, should recognize the need for improvisation.
– There should be a forum where social studies teachers can meet on a regular basis to update their knowledge and assess the effectiveness of their teaching using instructional and educational technology that is appropriate for the content of social studies in primary schools.
– Given the importance of practical knowledge in social studies, teachers should be more committed to teaching it using instructional materials.
– Schools should seek assistance from non-governmental organizations, the private sector, individuals, and industries in supplementing and substituting absolute educational materials and learning aids such as projected and other software package
CHAPTER ONE
1.1 THE STUDY’S BACKGROUND
Instructional materials are those that are used to improve teaching and learning. It is also referred to as educational media, teaching aids, or instructional resources. The primary goal of incorporating them into the teaching/learning process is to facilitate learning.
Learners are engaged in activities and processes that result in the acquisition of new ideas, skills, attitudes, or behaviors. Such activities and processes could be carried out more meaningfully with certain materials, thereby necessitating the need for instructional materials. The use of such instructional resources is especially important in social studies, which is an activity-oriented subject.
According to Killen (2006), while the issue of resources may be difficult to resolve, the important thing to remember is that teachers should not use a lack of resources as an excuse for poor teaching.
The implication is that alternatives exist, and teachers should not rely solely on the local council for ready-made materials; instead, they should seek out local materials and improvise as needed.
According to Jotia (2006), the inadequacy of instructional materials and a lack of educational excursions force teachers to use instructional materials that do not correspond to the intellectual level of the students.
For example, instead of taking students to see a dam, teachers usually show them two-dimensional pictures that most students never conceptualize. The absence of appropriate materials for the students’ intellectual level prevents them from actively participating in their learning.
According to Survey (1981), the social studies classroom should therefore emphasize the use of instructional materials that will help mold students into developing a democratic character. According to the survey, teachers do not use instructional materials that cater to different learning abilities of students.
Teaching aids, according to Adeyemi (1992), should be used to clarify teachers’ points and reduce the use of verbalization while providing experience of things and processes that cannot be experienced otherwise.
According to Agboola (1990), there aren’t enough resource centers, and most textbooks are either unsuitable, outdated, overly ambitious and superficially insufficient, or expensive.
In addition to the problems with aids, there is a lack of adequate library facilities and good resource centers to use in assisting teachers, and the majority of social studies teachers are not well equipped to teach the discipline.
The extent to which teachers use available teaching aids is also important. Only a few social studies teachers make full use of the numerous teaching aids available.
This observation is very telling because ineffective use of instructional resources is a more or less general issue that is unique to social studies teaching.
STATEMENT OF THE STUDY 1.2
The primary goal of social studies is citizenship education, which aims to prepare citizens to face difficult situations in life with confidence. To put it another way, social studies is supposed to teach students how to be functional problem-solving citizens. Its primary goal is to assist young learners in developing the ability to perform well in social studies.
As evidenced by the annual PSLE results from 2004 to 2008, students continue to perform poorly in social studies. If students fail social studies in primary school, it follows that they will lack the foundation for citizenship education as Nigerian citizens. This will have a negative impact on students’ individual self-realization, preventing them from utilizing their unique talents and potential in contributing to the construction of a sustainable democracy.
1.3 OBJECTIVE OF THE STUDY
The goal of this research was to discover how the use of instructional materials in social studies affects student performance. The study looks into how teachers’ use of instructional materials affects students’ understanding and performance in social studies at the primary school level (PSLE).
1.4 QUESTION FOR RESEARCH
1. What instructional materials are used in the teaching of social studies?
2. What effect do the instructional materials used in social studies have on student performance?
3. What are teachers’ attitudes toward the use of instructional materials in the teaching of social studies?
4. What method can be used to teach social studies in elementary schools?
1.5 THE STUDY’S OBJECTIVE
The scope of this work could have been on a state or national level, but due to time and financial constraints, it will be limited to Abeokuta South Local Government Area in Ogun State.
To further reduce costs, only a few primary schools from the local government were chosen for the study.
1.6 THE STUDY’S SIGNIFICANCE
The findings of the study will be used to provide feedback to the education sector, specifically the departments of Teacher Training and Development and Curriculum and Education. The study will have an impact on future policy formulation regarding the training of social studies teachers. Teachers will also be assisted in the effective use of instructional materials to reach out to a diverse range of students during the teaching-learning process.
1.7 TERMS AND CONDITIONS
* SOCIAL STUDIES: One of the teaching subjects in the elementary school curriculum that deals with the relationship and interaction of people in a society.
* STATUS: It is used here to refer to the position held by social studies among other primary school subjects.
* TEACHING: This term refers to the act of imparting knowledge to the younger generation.
* RESOURCE PERSON: An individual who is extremely knowledgeable in a specific field who is invited as a guest speaker to present information or facts or to share their experience with the students.
* COMMUNITY RESOURCES: Community resources are places, people, and features that can be found in or around a town or village where a school is located.
* EVALUATIVE: It is the extent to which the specific instructional objectives are to be met.
* INSTRUCTIONAL MATERIAL: Instructional material is material that is used or applied to improve teaching and learning.
* ADEQUATE: Adequate is defined as having the necessary or sufficient resources to complete a task or satisfying a requirement or meeting a need.
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AN EVALUATIVE STUDY OF THE ADEQUACY OF RESOURCES IN THE TEACHING OF SOCIAL STUDIES IN SOME PRIMARY SCHOOLS
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