THE IMPACT OF INSTRUCTIONAL MATERIALS ON THE LEARNING AND TEACHING OF ECONOMICS IN SENIOR SECONDARY SCHOOLS
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THE IMPACT
OF INSTRUCTIONAL MATERIALS ON THE LEARNING AND TEACHING OF ECONOMICS IN SENIOR
SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The
influence of instructional materials in promoting students’ academic
performance and teaching and learning in educational development is
indisputable. The teaching of Economics in Nigerian secondary schools needs to
be properly handled. The materials used by teachers to teach and drive home
their subject points at the primary and secondary school levels of our
education system is incontrovertibly a paramount important issue in practical
classroom interaction and successful transfer of knowledge from the teacher to
the learners. Instructional materials are materials which assist teachers to
make their lessons explicit to learners. They are also used to transmit
information, ideas and notes to learners (Ijaduola (1997). Instructional
materials include both visuals and audiovisuals such as pictures, flashcards,
posters, charts, tape recorder, radio, video, television, computers among
others. These materials serve as supplement to the normal processes of
instruction. Economics as a subject came into existence in 1776 via the
publication of Adam Smith - the protagonist of the classical school of thought;
and since then, it has assumed many roles especially in both political and
educational circles. The study of Economics is dichotomised into two major
parts, namely microeconomics and macroeconomics. While microeconomics studies
the behaviour and operations of the individual units (households, firms and
government agencies) in the economy, macroeconomics studies the entire economy
in aggregates and averages (Umoh, 2007). According to Aromolaran (2006), three
major languages are used in teaching and communicating Economic ideas. These
languages include theory or verbal, geometric or graphical, and algebraic or
mathematical language.
Economics is
an important subject that must be credited by students before gaining admission
into any tertiary institution especially the university to study relevant
courses like Accountancy, Business Administration, Insurance, etc. The
importance and technicality of this subject makes it necessary that relevant
instructional materials should be used to teach it to the learners. This fact
is supported by Macaulay (1989) who asserts that visual aids make lesson come
alive and help students to learn better. It is against this background that
this study attempts to examine the extent to which the utilization of
instructional materials could advance senior secondary school students
performance in Economics. Poor academic
achievement in Economics could be attributed to many factors among which
teacher’s strategy itself was considered as an important factor. This implies
that the mastery of Economics concepts might not be fully achieved without the
use of instructional materials. The teaching of Economics without instructional
materials may certainly result in poor academic achievement. Franzer , Okebukola
and Jegede (1992) stressed that a professionally qualified science teacher no
matter how well trained, would unable to put his ideas into practice if the
school setting lacks the equipment and materials necessary for him or her to
translate his competence into reality.
Bassey
(2002) opined that Science is resource intensive, and in a period of economic
recession, it may be very difficult to find some of the electronic gadgets and
equipment for the teaching of Economics in schools adequately. A situation that
is further compounded by the galloping inflation in the country and many at
times, some of the imported sophisticated materials and equipment are found
expensive and irrelevant; hence the need to produce materials locally.
Researchers such as Obioha (2006) and Ogunleye (2002) reported that there were
inadequate resources for teaching Science subjects in secondary schools in
Nigeria. They further stated that the available ones are not usually in good
conditions. There is the need therefore, for improvisation. Adebimpe (1997) and
Daramola, (2008) however noted that improvisation demands adventure,
creativity, curiosity and perseverance on the part of the teacher, such skills
are only realizable through well-planned training programme on improvisation.
1.2 STATEMENT OF THE PROBLEM
The act of
teaching is fundamentally concerned with passing ideas, skills and attitude
from the teacher to the learner. In Nigeria, for example experience has shown
that spoken words alone in the communication of ideas are grossly ineffective
and inefficient in producing desired learning outcomes. Every year, when the
results of public examination are released, there has always been mass failure
in Economics. The reason for this could be ascribed to the fact that there are
topics in Economics that pose serious problem of comprehension to students.
These topics cannot be taught effectively without the use of relevant
instructional materials to make the learning practical. On the foregoing,
scholars like Mutebi and Matora (1994) have emphasized the effect of instructional
materials utilisation on teaching and learning. According to them, we learn and
remember 10% of what we hear, 40% of what we discuss with others and as high as
80% of what we experience directly or practice. However, the questions here
are: does the use of instructional materials really influence students’
academic performance? Is teaching effectiveness enhanced by the use of
instructional materials? Could students’ learning be advanced by the use of
instructional materials? Finding answers to these questions and more summarizes
the entire problem of this study.
1.3 OBJECTIVES OF THE STUDY
The
objectives of this study are:
i. To examine the influence of
instructional material utilisation on the teaching of Economics in Senior Secondary
Schools in Lagos State;
ii. To ascertain the extent to which Senior
Secondary School student’s learning of Economics can be influenced by the use
of instructional materials
iii. To determine whether there will be any
difference in the academic performance of secondary schools students in
Economics due to the use of instructional materials.
1.4 RESEARCH QUESTIONS
In order to
achieve the objectives of this study, the following research questions were
raised to guide the investigation:
i. Will the use of instructional materials
influence the teaching and application of Economics in senior secondary
schools?
ii. To what extent can senior secondary
school students’ learning of Economics be influenced by the use of instructional
materials?
iii. Will there be any difference in the
academic performance of senior secondary school students in Economics due to
the use of instructional materials?
1.5 RESEARCH HYPOTHESES
The
following null hypotheses were stated for the study.
i. The use of instructional materials will
not have significant influence on the teaching of Economics in senior secondary
schools.
ii. The use of instructional material will
not have significant influence on secondary school students’ learning of
Economics.
iii. There will be no significant difference in
the performance of students in Economics due to the use of instructional
materials.
1.6 SIGNIFICANCE OF THE STUDY
The use of
instructional materials gives the learner opportunity to touch, smell or taste
objects in the teaching and learning process. Consequently, knowledge passed
unto the students at different levels of educational instructions should be
well planned and properly allied with relevant instructional materials for clarity
and comprehensibility. Hence the significance of this study to the students,
teachers, curriculum planners, educational system and the society at large. To
the students, the effective use of instructional materials would enable them to
effectively learn and retain what they have learnt and thereby advancing their
performance in the subject in question. This is because according to Nwadinigwe
(2000), learning is a process through which knowledge, skills, habits, facts,
ideas and principles are acquired, retained and utilized; and the only means of
achieving this is through the use of instructional materials.
The study
would help enhance teachers’ teaching effectiveness and productivity. This is
in line with assertion of Ekwueme and Igwe (2001) who noted that it is only the
teachers who will guarantee effective and adequate usage of instructional
materials and thereby facilitate success. Consequently a teacher who makes use
of appropriate instructional materials to supplement his teaching will help enhance
students’ innovative and creative thinking as well as help them become
plausibly spontaneous and enthusiastic. Oremeji (2002) supportively asserts
that any teacher who takes advantage of these resources and learns to use them
correctly will find that they make almost an incalculable contribution to
instruction. He further says that instructional materials are of high value in
importing information, clarifying difficult and abstract concepts, stimulating
thought, sharpening observation, creating interest and satisfying individual
difference.
The study is
also significant to the educational system and society at large. This is
because when teachers solidify their teaching with instructional materials and
the learners learn effectively, the knowledge acquired will reflect in the
society positively. Students will be able to understand the functioning of the
economy, interpret government’s economic policies and activity and perform
economically better in the choice of life and work.
1.7 SCOPE OF THE STUDY
This study
is focused on investigating the effect of instructional material utilisation on
advancing senior secondary school students’ performance in Economics in Lagos
State. Due to time and financial constraints, the study is limited to Kosofe
Local Government Area of Lagos. This is because the researcher resides in this
local government area and as such had the opportunity of having a comprehensive
knowledge of the area and its environs. Besides, the study involves only the
S.S-2 students of the senior secondary schools in Kosofe Local Government Area
of Lagos State.
1.8 LIMITATIONS OF STUDY
The only
limitation faced by the researcher in the course of carrying out this study was
the delay in getting data from the various respondents. Most respondents were
reluctant in filling questionnaires administered to them due to their busy
schedules and nature of their work. The researcher found it difficult to
collect responses from the various respondents, and this almost hampered the
success of this study.
1.8 DEFINITION OF TERMS
The relevant
terms below were operationally defined relative to their usage in this study.
§ Effect: This is the change (outcome) that is
brought about in a person (s) or something by another person (s) or thing; that
is the way in which an event, action or person changes someone or something.
§ Academic performance: This is regarded as the
display of knowledge attained or skills, shown in the school subjects such
achievements are indicated by test scores or by marks assigned by teachers. It
is the school evaluation of students’ classroom work as quantified on the basis
of marks or grades.
§ Utilization: The act of using something to
achieve a purpose
§ Instructional Material: What the teacher uses
to make the lesson more interesting and understandable.
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