Instructional Materials Essay

accessible Studies potentiometer be defined as a discipline in which we rear end learn ab pop discover our world and mans interaction with his immediate and remote environment. Since Social Studies deals with how men interact with its mixer and somatogenic environments, how stub this interaction of physiological and neighborly environment be learnt by the pupils? This potful be learnt in the schoolho substance ab practice sessionroom where coning rule and nurture can non be conducted by the teacher by merely feeling his pupils with upshots and information. There is lead to expose the pupils to change activities. The environment of the child is rich in varied resources.The teacher should utilize these varied resources to promote or stimulate skill among his pupils. Pupils learn positively non by hearing al atomic number 53 that by planing and doing. How can the teacher stimulate the pupils interest? This can be d genius by the exercising of instructional sati sfyings. Instructional materials be meant to stimulate pupils interest in the classroom for important acquisition to jam place. They similarly afford the pupils the opportunity to fake design of more of their senses in the process of eruditeness experiences which argon not available in the classroom or school environment, ar brought to the classroom for pupils attention through the utilisation of instructional materials. For example, the office of the map of the world in instruct nigh get a lines in cordial studies enables the teacher to bring to class these scholarship experiences. This is wherefore instructional materials is said to be support to information or else than pedagogy.1.2. PURPOSE OF THE field of operationThe workplace was planned principal(prenominal)ly toa. Provide expedient information which bequeath direct in slightly ways to the serviceableness of the article of faith of companionable studies in Nigeria pristine schools through t he sound use of instructional materials. b. Generate data that testament economic aid school administrators in their policy formation as catchs the use of instructional materials in schools. c. rag available valuable information that will be alleviateful to educational technologist in their design of appropriate instructional materials for schools.1.3. SIGNIFICANCE OF THE STUDYNigeria is a potentially a great Nation. But for the Nation to to the full attain the enviable position of greatness, her citizens must be dedicated honest, ultranationalistic and hardworking. This is why the federal Government of Nigeria is at present embarking on the propose of re-branding the country with the theme, great Nation, good people. Educators direct rightly identified accessible studies as one subordinate that can help to absorb up these imperial dreams of greatness a reality. Therefore, it cannot be overemphasized on the lease to effectively teach this subject through the use of i nstructional materials. Here has the importance of this study.It will be expected that result of this study whitethorn be useful in the succeeding(a) ways a. Enabling accessible studies teacher to substantiate more than ever before the importance of the use of instructional materials p rush of ground inform especially accessible studies. b. Providing more useful information for companionable studies teacher as regards the conglomerate instructional materials they can employ in training. c. Providing more useful information for prospective designs of instructional materials on the need to provide suitable instructional materials for use in schools.1.4. STATEMENT OF THE hassleIt is the consensus among scholars in Nigerian that cordial studies is one subject that is crucial to the identification of the Nigeria dream of greatness. This is the reasons why affectionate studies in one of the cone subjects at the uncreated school and junior school levels. However, it seems the article of faith and learning of the subject is hampered by the riddle of omit of in adequate use of instructional materials. Therefore, the problem of this interrogation is to look at the problems surrounding the use of instructional materials in the teaching of neighborly studies in primary schools. Specifically, this study has seek to provide answers to the following research call into questions.1.5. RESEARCH QUESTIONS1. Do primary school teachers use instructional materials while teaching amicable studies? 2. Are primary school companionable studies teachers aw ar of the benefits of utilise instructional materials in teaching? 3. Does the use of instructional materials in teaching cast any electric shock on pupils mathematical operation in primary school well-disposed studies? 4. Could the non use of instructional materials in the teaching of social studies in primary schools be as a result of their being curt? 5. What contribution does the use of instructional materials have on the teaching and learning of social studies?1.6. background knowledge OF THE STUDYThe scope of this research has been particular(a) to some selected primary schools in Ibeju-Lekki topical anesthetic Government Area of Lagos State. The go through is to examine the impact of instructional materials in teaching of social studies in selected primary schools in Ibeju-Lekki topical anesthetic Government Areas. And also to know how learning can be affected in primary schools pupils. The limitation is due to financial and time constraint.1.7. comment OF TERMS1. SOCIAL STUDIES Social Studies can be defined as a study that equips learners with tools such(prenominal) as post, values and skills necessary in solving in-person and society related problems. Social Studies is also a study of a man and his environment. It is also the study of many a(prenominal) interactions with his physical and social environment. It is a study of how man lives in the society, what he does, how his bearing is affected by things, people as well as social practices around him. 2. INSTRUCTIONAL MATERIALS These atomic number 18 the resources employ to facilitate teaching and learning.3. instruct This can be defined as the conscious and deliberate efforts by a matured or experienced person to impact knowledge, information, skill, attitude and beliefs to an immature or less experienced person. Is also a opinionated way of impacting knowledge on to the people. 4. ENVIRONMENT These are what we interact at heart our surround likes highlands, lakes, rivers and vegetations e.t.c. 5. LEARNING Advanced knowledge gained by careful study. Is also a permanent changes in behavior due to past experiences. 6. FACILITATING use up learning easy without any tighty7. ABSTRACT These are what we cannot see in our surroundings 8. IMPACT The important or the value one devices from doing something 9. STIMULATING The art of reasoning quickly and thought and feeling CHAPTER two2.1. LITERATURE REVIEWThe art of teaching and learning involves the interaction of both the human and materials resources in a classroom setting. Since human beings are social animals and they cannot live in isolation, they have to socialize and interact among themselves and with environment. This brings us to the question What is Social Studies? Social Studies can be defined as study that equips learners with tools such as attitudes, values, skills necessary in solving personal and community related problems. Information and knowledge gathered from reading books, journals, research whole kit and boodle may reveal the area which have not been adequately researched into to us. Furthermore, reviews of lit sometimes provoke the urge to carry out a research based on what we read in the books or journal. Teaching and learning materials can be defined as any device rig of equipment, graphic representation, sound reproduction or illustration that helps the pupils to learn. Generally, instruct ional materials are used to fortify and to enrich the mastery of the subject matter.The roles of instructional materials have been of great importance to teaching in primary schools. According to Awosolu et al (1997), quoting Alani et al (1995) he said that since nigh pupils in primary schools are still very young, their intellectual abilities may not allow abbreviation presentation in facts without having to complement the content with concrete materials. It is in this regard that instructional materials are perceived as aids to learning rather than aid to teaching. Lawton and Dufour and Dahunsi (1979) classify social studies instructional materials in the following 1. PICTORIAL MATERIALS These include globes, maps, posters, flip and well charts diagrams. 2. PRINTED MATERIALS These include textbooks, reference books, supplemental books, work books, journals, newspapers and magazines. 3. BOARDS LIKE Chalkboard, Flannel or felt boards4. MECHANICAL acquired immune deficiency syndr ome These are audio-visual equipment and materials. Having known the sundry(a) instructional materials, they serve as informationcarriers which are designed particularally to fulfill objectives in a teaching learning situation. In fact, learning resources in social studies are multi various and limitless. Social studies by its nature and content deals with the realities of men living in his complex environment. Hence, anything has to do with mans behavior and interaction as a social behavior qualifies as an instructional materials in social studies.It is therefore possible to employ as many instructional materials as possible when teaching any topic in social studies because they help to stimulate pupils interest and reduce the numbers of verbal responses. A pickle has been written on the impact of instructional materials in teaching and learning of social studies. Agun (1988) asserts that many curriculum innovations like inquiry or problem solving method of instruction or learni ng how to learn may not be meaningfully and effectively implemented without the use of a wide configuration of learning resource. Generally, instructional materials are used to reinforce and enrich the mastery of the subject matter.As a matter of fact, Durojaiye (1978) state that there is a large number of failure due to the fact that teacher are not doing their work as conscientiously as they should. The critics feel that schools no longer offer true learning and creative thinking to their pupils. Supporting the vies of these critics. Popham (1971) feels that social studies teachers and curriculum designers in the schools do not consume any significant impact on pupils due to the want of the use of instructional materials. According to Adusual (1982), instructional materials size could affect teachers effectiveness because, the smaller the shape the greater the degree of contact, and more effective the teaching and learning interaction. Assuming that there were adequate number of teaching aids it can be give to each of the pupils, therefore, the teaching of social studies without make use of instructional materials is not helping his pupils to learn.2.2. THE IMPORTANCE OF victimisation INSTRUCTIONAL MATERIALSIt is pertinent for teachers to rick aware of the benefits that accrue from the utilization of instructional materials in order to intensity their efforts at achieving effective result in their teaching activities. Weaver and Bollinger (1949) identified the following advantages 1. They attract and hold use A verbal explanation become more effective in attracting and creating interest when supplemented by a visual aid.2. Instructional materials help storage of information and visual images. The major part of the things people heard are forgotten in a relatively short time and it becomes difficult to recall accurately what is heard. On the other hand, the things they see make a more lasting impression and they experience considerably less bother i n calling the object or process with increased accuracy. 3. They help informing correct images People often interpret information in term of their own background of experiences. Consequently, it is possible and quite probable for a group of learners to form entirely different ideas about the comparable things as a result of verbal description.The use of instructional materials helps to eliminate this inconsistency. 4. They uphold in understanding proper relationships of components parts. 5. More of the benefits, teachers can reap when instructional materials are used in the teaching process According to Ogunmilade (1984) the power it provides in the share of expertise, helping knowledge to reach a lot of people. Simultaneously preservation of records and documents. Bringing before us what otherwise could have looked imaginary or far-fetched enriching learning and allowing students to learn at their own rate. Furthermore, using of instructional materials makes teaching more effecti ve and facilitates also to master the topic taught to the learner. Finally, using of instructional materials make learning easier and pleasurable at the same time concretize the learning process in the learners.2.3. PROBLEMS FACING THE part OF INSTRUCTIONAL MATERIALS IN SCHOOLS In spite of the numerous benefits accruing from the use of instructional materials in teaching and learning situation its application in our schools has been disapprove because of the following process 1. insufficiency of Direction This is characterized by lip service, paid to use to educational engine room in high quarter. Apart from the measly budgetary provisions often made by governances for instructional materials, when it comes to implementation, the bills are hardly released. 2. Resistance to change on the part of the teachers.3. pretermit of readiness of teaching staff to use audio-visual techniques and charge their methods and tools deep down the classroom. 4. Lack of insfrastructures and f acilities that might make the use of instructional aid more meaningful such as lecture halls, audio-visual, libraries, studios, independent study spaces, audio-visual resource nerve e.t.c. 5. Inadequate personnel or specialist to train users of instructional materials in schools. 6. Fear of failure in their use7. Fear that new technology would replace teachers.8. Inadequate instructional materials Since the inception of social studies programme, teachers have consistently complained about the problems of quality and quantity of instructional materials. The problem is traceable to wish of good textbooks, cost of textbooks, commercialization of materials, non-functional libraries and resources centres, gap between publication and diffusion of instructional materials, lack of quality control of textual materials and so on. In around cases, teachers rely on outdated and stereotyped textbooks which hardly reflect the inevitably of pupils.9. Lack of Fund This is one of the big probl ems confronting teachers in general, and social studies teacher in particular. The problem here is lack of motivation and eternal agitation by teachers for improved condition of service. Thus, primary school teachers including social studies teachers have lost interest in teaching even though they are still called teachers. Those who have the slightest opportunity leave the classroom for greener pastures. The eternal replacement that follows such frequent resignations leads to lack of continuity in social studies classrooms. The pupils are usually the worse hit by this. Furthermore, funds are not available for the provision of instructional materials, thereby leaving teachers to every improvise or teach without any in majority of the cases. CHAPTER ternion3.0.RESEARCH METHODOLOGYThis chapter is concerned with the techniques used by the researcher in the gathering of data for investigation. It covers explanation on the choice and description of instrument apply for the collectio n of data. Also included are the sampling techniques, method of brass of the questionnaire and the data analysis method.3.1.RESEARCH INSTRUMENTThe research instrument used for this study is the questionnaire. The choice of the questionnaire is because of its advantage of allowing respondents to answer questions without any outside influence such as facial appearance that may influence respondents as in the interview method. The questionnaire used is in two parts. The first part deals with the personal data of the respondents while the second part contains ten statements which attempt to father out the impact of the use of instructional materials have in teaching social studies.3.2.SAMPLE AND SAMPLING TECHNIQUEThe judge of this study consists of 60 primary school teachers. The sample was chosen from five primary schools in Ibeju-Lekki Local Government Area of Lagos State. The sampling technique used in selecting the sample for the study was the systematic random sampling. The samp ling technique removes bias in the selection of the elements, and it is convenient and more accurate than the random sampling.4.3. analysis OF FINDINGS1. to the highest degree social studies teachers aware of the need for instructional materials in teaching of social studies. 2. Most primary schools have unretentive instructional materials in the teaching of social studies 3. Majority of the social studies teacher do not make use of instructional materials during their lesson 4. Most of the social studies teachers agree that the chalkboard is one of the instructional materials which aid effective teaching of social studies. 5. Most of the teachers take their pupils on field trips majority of social studies teachers use community resources like red objects and resources persons because they promote learning in social studies. Most social studies teachers do not have overhead projectors, audio-visual equipment which can promote learning in social studies. 6. Al virtually all the te achers of social studies said that inadequate equipment is one of the problems which they face. 7. Most social studies teachers agree that effective use of instructional materials contribute positively to learning process.4.4. DISCUSSIONFrom the research study to the highest degree primary school teachers are aware of instructional materials for the teaching of social studies. This observation is consistent with the assertion of Nduanya (1986) that teachings are more effective when teachers come in and use appropriate resources. Furthermore, it is observed that most primary schools lack instructional materials be it concrete or abstract to teach social studies. This shows that most primary schools in Ibeju-Lekki Local Government either lack or have inadequate instructional materials for the teaching of social studies. From the research study, it can be observed that majority of social studies teachers do not make use of instructional materials during social studies lessons.This is as a result of inadequate instructional materials which is due to lack of fund to provide instructional materials. This mentionings agrees with Agun (1988) who asserts that many curriculum innovations like inquiring or problem solving method of instructional or learning how to learn may not be meaningful and effectively implemented without the use of a wide variety of learning research. In fact, it can be deduced from the research study that most social studies teachers make use of chalkboard as an instructional material which is most important aids to effective teaching. This implies that the chalkboard is one of the instructional materials that is the most available instructional materials in every school. There is no school which will have inadequate instructional materials and will not have a chalkboard.Indeed, the chalkboard as one of the instructional materials is usually used by the teachers. This findings on the use of chalkboard agrees with Ajimoko (1973) Dahunsi (1979), Akanbi (1982) and Osofisan (1982) they said aside from the chalkboard, the textbook was the next most frequently used of the instructional materials. Consequently, from the findings it can be observed that majority of social studies teacher take their pupils out on field trips. Pupils are taking out on excursus to relate their experience with the theory they have been taught in the classroom.When pupils are taking out on field trips they learn more about their surroundings as the nature of social studies and learning becomes more permanent in them. From the findings it shows that majority of social studies teachers makes use of resources centres. This indicates that pupils need to be taken out of the classroom to appreciate the fact that learning does not end within the premises of the classroom. When pupils go out, they need to be trained to observe event and learn without the teacher being around them. This finding agrees with Preston and Herman (1981). These resource centres b ecome social studies laboratory in which pupils becomes young social scientists. From the research study, it can be deducted that most social studies teachers do not make use of audio-visual materials because they dont have them. This finding agrees with Akibote (1983) on the very limited uses of electronic materials in school within Ondo Local Government Area.This is as a result of the teachers inabilities to manipulate any of the equipment since they do not have teacher training. Another related problem may be due to lack of electricity because majority of the schools do not have electricity. Another finding of the study deduced that in teaching of social studies, inadequate equipment is one of the problems faced by social studies teachers. This implies that some social studies lessons are done in abstract. So, effective learning cannot be facilitated. This prejudicious effect may be as a result of lack of funds to provide adequate instructional materials in schools and teachers are not ready to improve because of their salaries are very inadequate.The results also shown that most of the social studies teachers agrees that most of the social studies teachers agrees that the effective use of instructional materials combine positively to learning process. The effect is that when instructional materials are effectively used, they facilitate learning and stimulate pupils interest. They also make theirlessons more kindle and relief the pupils from the burden of tiredness while learning. CHAPTER FIVESUMMARY, SUGGESTIONS AND RECOMMENDATIONS FOR FURTHER STUDIES The main objective of this study is to examine the impact of instructional materials in the teaching of social studies in primary schools. In this chapter, the summary of the major findings will be highlighted. The discussion will also include suggestions for policy making and areas where future research on the topic may be directed.5.1. SUMMARYOne of the major findings of this research is that most social studies teachers agreed on the importance of teaching the subject with instructional materials. Another outcome of this project is that there are inadequate instructional materials for teaching social studies in primary schools. So many instances, teaching is done without instructional materials. It was also revealed from the research that the chalkboard that is always available in schools is one of the instructional materials which aids the effective teaching of social studies. This study also reveals that although most primary schools do not have audio-visual aids, social studies teachers compensate for this by making use of real objects, resource persons and by taking their pupils on field trips. Finally, from this research, it was revealed that the use of instructional materials in teaching social studies contribute positively to the learning of the subject5.2. SUGGESTIONSAlthough this study has not claimed to be complete, some suggestions based on its findings could be made on how to improve the teaching of social studies in primary schools through the effective use of instructional materials. In the first place, because of the importance of instructional materials in the teaching and learning of social studies in primary schools, the various ministries of education and school boards in the country should ensure that adequate instructional materials are supplied to primary schools.Secondly, the government should ensure that there is regular supply of electricity and schools in the villages that lack electricity should be provided with generators. This will enable the schools to make use of audio-visual aids such as television, projector and VCD. Thirdly, regular workshops and seminars should be organized by the various school boards for primary school teachers on how to make simple instructional materials and on the use of the various instructional materials. Finally, inspectors of education should constantly haggle schools to ensure that the instruction al materials available are judiciously used by teachers for teaching.5.3. RECOMMENDATIONS FOR FURTHER STUDIESLike with most researches, this study cannot claim to have tucker out all that is to be said on the use of instructional materials in teaching social studies in primary schools. Instead, this survey should be regarded as a guide for further research.Therefore, as regards the future, this researcher suggests some specific projects. First of all, a further investigation should be carried out to find out how use of instructional materials or lack of this affects pupils academic performance in social studies. In addition, social studies teacher should consider the instructional materials when teaching social studies at the same time there is need for education technology practitioners to write texts more relevant to Nigeria situation and needs such texts should contain model and samples of instructional materials and the procedure for making them by individual teachers. Furtherm ore, there should be a study on the suitableness or otherwise of the available instructional materials that are being used in teaching social studies in primary schools.DEPARTMENT OF arts AND SOCIAL SCIENCESADENIRAN OGUNSANYA COLLEGE OF EDUCATION, EPE CAMPUS, EPE.RESEARCH PROJECT 2013QUESTIONNAIRE ON THE IMPACT OF INSTRUCTIONAL MATERIALS ON THE TEACHING OF SOCIAL STUDIES IN THE PRIMARY SCHOOLS IN IBEJU-LEKKI LOCAL authorities AREA OF LAGOS STATEREFERENCESAlani, R.A Oduyemi, O.G and Agagu A.A. (1995) Teaching Aids Reading in contentedness Methodology Ijebu-Ode, Olaf Association, Page 29-34. Awosolu, E.O. and Fasasi A.K.(1996) Teachers use of Instructional materials in particular Social Studies in Epe Metropolis The Beagle, Journal of primary election Education,, Vol. 1 and 2, page 71-77. Awosolu, E.O. and Fasasi A.K. (1996) Teachers use of Instructional Materials in Primary Social Studies in Epe Metropolis quoting Agun 1988, Nduanya 1986, Imogie 1988, Alani et al 1995, Dufour a nd Dahunsi 1979, Ajimoko 1973, Preston and Herman 1981, Akibote 1983, Akanbi 1982, and Osofisan 1982 in the Beagle, Journal of Primary Education, Vol 1 and 2, page 71 77. Olowoye, B. (1996) Principle and Method of Teachings. Ibadan, Afolabi Press particular(a) Page 107 120Osunkalu, A.S. (1973) Instructional Media quoting Adesina 1982, Durojaiye 1978Welberg 1970, Nwaogu 1980 and Pophas 1971 in a Journal of Teachers lease Vol. 2 page 21 26.View as multi-pages