Project Materials







Educators are well aware that educational experiences involving the learner actively participating in concrete examples are remembered longer than abstract experiences. Teaching facilities add realism to learning by providing concrete examples. Many authors have written about assessing teaching facilities in al Studies and other related subjects in order to improve instruction for desired social and behavioral change.

Mcluhan (1964), Alaka (1978), Kochar (1986), Okafor (1988), Mkpa (1989), UNDP (1998), Heeks (1999), World Bank (1999), Aguokogbuo (2000), Koert (2000), Greenwood (2001), Bozimo (2002), Nwant to-Nzewunwa (2003), and Adekeye (2003) are among the authors (2008).

More specifically, it was emphasized in these authors’ work that assessing teaching facilities is a sine qua non in influencing the behavior of learners in any field, particularly social ies. Some of the authors also demonstrated that these materials are important catalysts of social re-engineering and change. It goes without saying that social ies teaching and learning cannot be accomplished effectively without assessment teaching facilities.

The explanation is not far-fetched. Advances in technology have pushed teaching materials, particularly projected and electronic materials, to the forefront as the most radical tools of globalization and social development, positively impacting the room teaching learning situation.

or technological breakthroughs such as networked and non-networked projected and non-projected, visual, auditory, and audio-visual electronic materials are significant milestones in knowledge transfer. Both teaching and learning become pleasurable experiences with them.

Teaching facilities have some inherent advantages that set them apart in the field of social ies education. For one thing, they provide teachers with engaging and compelling platforms for conveying information by motivating ents to want to learn more and more.

Furthermore, by providing opportunities for private y and references, learners’ interest and curiosity are increased. Furthermore, the teacher is helped to overcome physical challenges that could 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 social ies teaching and the use of teaching facilities. He contended that, while some educators were enthralled by the potential of teaching facilities to improve teaching and learning, teachers lagged behind in utilizing teaching facilities during teaching and learning. Others expressed doubts that teaching facilities will ever inspire social ies teaching reform. Teaching facilities are essential components of the teaching-learning process. It is intended to supplement rather than replace learning.

Teaching aids are objects such as printed materials, audio, and visual aids that aid in the successful delivery of social ies lessons (Chuba 2000: 101). To that end, teaching facilities are objects or things that the teacher can use in the room while teaching to alleviate his teaching activities. However, while teaching facilities cannot address all teaching and learning problems, they can help to solve many of them because they are additional apparatus that can influence the reality of teaching and learning activities.

According to Joof (1995: 85), the concept of teaching aids has evolved through several stages, beginning with simple aids and progressing to educational technology, media, and communication and educational technology. This, however, indicates that teaching facilities are more than just objects or equipment used during the teaching learning process; they are also objects that the teacher has improvised in order to make conceptual abstraction more concrete and practical to the learners.

Teaching facilities are the materials used by a teacher during the social ies teaching process to make the content of the teaching more practical and less vague. Teaching facilities are critical components of any teaching and learning process. It has been discovered that ordinary words or verbalization are insufficient for effective teaching.

Teaching facilities act as a conduit for more easily disseminating messages, information, ideas, and knowledge. As a result, they can be manipulated, seen, heard, walked on, or discussed. They make activities easier. They are anything or anyone to whom the teacher turns for assistance in his learning process (ESU & Umoren 1998).

Teaching facilities organize the intellect of ents and eliminate borm. One of the distinguishing features of educational facilities is the ability to learn quickly and accurately. They make the work easier, more appealing, accurate, neater, and aid in the understanding of social ies concepts.

al ies must be experienced in order to be effectively learned. al ies is so close to every child’s life that no teacher should ever be without social ies teaching materials. Inadequate supply of teaching facilities is one of the most significant drawbacks in the assessment of teaching facilities.

Teaching of social ies, in its scope and nature, which is multidimensional, integrative, and dynamic, cannot effectively take effect without the assessment of teaching facilities. Therefore, the teaching of social ies contents must focus not only on making teachers competent in using teaching facilities, but also on promoting strategies that enable the integration of teaching facilities that enhances teaching and learning of social ies goals and objectives.

Teaching facilities are acts of assistance performed by teachers to assist and encourage ents or pupils in their learning activities. They went on to describe teaching facilities as a tool that a teacher can easily use to correct misconceptions and illustrate things that ents cannot forget. The primary goal of utilizing teaching facilities in social ies instruction is to achieve excellent results.


The evaluation of teaching facilities in social ies has been extensively researched, but many questions remain unanswered. The need for exploring ly available materials in our schools, as well as the teacher’s resourcefulness, must be in line with the learners’ curriculum and environment, so that room teaching is not hampered by a lack of funds. The issues are that teaching facilities are not available in our schools, and teachers are unwilling to innovate and use them.


The goal of this research is to determine the evaluation of social ies teaching facilities. The y’s specific goals are as follows:

To gain access to the social ies teaching facility.
To determine how well the available teaching facilities, types, and selections suit the teaching of social ies content.
To evaluate the issues associated with the evaluation of teaching facilities.
To ascertain teachers’ knowledge and competency in the selection of teaching facilities, as well as the reasons why they do not use the teaching facilities.
To determine how frequently social ies teachers use teaching facilities while teaching social ies.


The y asked and answered the following questions:

How often do social ies teachers use room facilities during social ies lessons?
What are the issues associated with evaluating teaching facilities in social ies?
What are the reasons why teachers do not use rooms?
What are the advantages of teaching facilities for ents?
What are the proposed solutions to the issues?


It is obvious that teaching facilities encompass all aspects of education. The y’s findings have implications for all processes of acquiring knowledge because they will provide insight into the importance and procedures for selecting and assessing teaching facilities in the teaching learning process of any subject.

As prospective teachers in the field of social ies and any other discipline would also have a strong background in manipulating and integrating teaching facilities with teaching, the integrity of teaching and learning would be rekindled.

This will aid in demonstrating the effectiveness and utility of teaching facilities for teaching social ies to teachers, as well as all other room teaching and learning activities. It would assist educational supervisors in providing basic teaching equipment for social ies teaching whenever an inspection is performed.



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