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EXTENT OF
USE OF INSTRUCTION MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF BUSINESS
EDUCATION
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
In teaching,
it is highly desirable to know exactly what one aims to achieve as it is in all
great undertaking. Instructional materials according to Wiki (1998), are kind
of tools or equipment that can help the instructor effectively in theory
teaching classroom or in practical assessment. They are also materials that aid
in the transference of information from one to another. Also Ilori (2000)
pin-pointed that instructional material are aids the teacher uses to arouse the
interest of the learner there by enabling the learner to gain direct
experience. Instructional materials are assumed to have being in place right
from the primary school level but if not properly utilized, enhancement of
learning is thwarted. Teaching at any level requires that the students be
exposed to some form of simulation. Adekunle (2008) in Dr. (Mrs) E.O kobia
(2011) noted that teaching resources means anything that can assist the teacher
in promoting teaching and learning. When the students are given the chance
tolearn through more senses than one they can learnfaster and easier.According
to Nwafor.C. E and Eze, S.O (2014) instructional materials refer to materials
thatare used to facilitate teaching and learning. Itenables the teacher
communicate ideas or concepts with ease as they appeal to many senses at a
time. The learner can see touch, smell or taste therebymaking learning more
meaningful. This agrees with the Chinese proverb that state: I hear, i forget,i
see,i remember and i do,i understand.The use of instructional materials
provides the teacher with interesting andcompelling platforms for conveying
informationsince they motivate learners to learn more. Furthermore the teacher
is assisted in overcoming physical difficulties that could have hindered
hiseffective presentation of a given topic. Larson (2001) quoted Lane (1994)
who noted that the use of electronically mediatedinstruction to duplicate the
traditional face to faceclassroom has resulted in a shift from teacher3
tostudent3centred classes. In this situation theresponsibility for learning is
shifted to the students.The teacher facilitates the learning by acting as a
coach resource guide and companion in learning.The use of instructional
materials does not onlyencourage teachers and students to work collaboratively
but also results in more cooperativelearning activities among the students.
Ikerionwu(2000) refers to instructional materials as objects or devices which
help the teacher to make learningmeaningful to the learners. Similarly,
Ezegbe(1994) classified them into two as visual materials made up of reading
and non reading materials and audiovisual materials comprising
electricallyoperated and nonelectrically operated materials. Business studies
are a subject that depends on the use of a number of resources. Osakwe and
Itedjere (1993) summarized these resources as textual like books, audio-visual
and human resource. They stated that these resources are either used
individually or collectively in any meaningful teaching and learning situation.
The purpose of instructional materials is to promote efficiency of education by
improving the quality of teaching and learning.
Incorporating these tools and materials present, support and reinforces
teaching. According to Aduwa-Ogiegban and Imogie (2005) these materials and
resources including audio tape recorders, video tape recorders, slide
projectors, opaque projectors, overhead projectors, still pictures, programmed
instruction, filmstrip, maps, chart, graphs, and many more offer a variety of
learning experiences individually or in combination to meet different teaching
and learning experience. Other investigators including Jimoh (2009), Nwanyanwu
(1999) and Ogbondah (2008) have similarly emphasized the importance of
instructional materials and resources in the effective delivery of business
studies lessons in secondary schools. These views have been corroborated by
international investigators including Blick, Berson and Coutts (2003), Killen
(2006), Dahar and Faize (2011) they observed that while some educators are
fascinated by the potential of instructional materials in enhancing teaching
and learning, other teachers logged behind in using instructional materials to
teach. However, achieving these laudable goals of conscientious utilization of
instructional materials and resources in business studies teaching and learning
has been very challenging in developing countries such as Nigeria. Nigeria
teachers operates from a deficient environment where teaching and learning is
seriously impoverished particularly in the rural setup. And even in the urban
areas only few schools are connected to the national grid basic facilities like
pipe borne water and electricity.
1.2 STATEMENT OF THE PROBLEM
Since the
inception of National Junior Secondary school Business studies curriculum in
Nigeria, few studies have been devoted to evaluating the availability and
utilization of instructional materials and resources in the teaching of
business studies in the Junior Secondary school of Nigeria. Business studies
teachers face both old and new challenges and need to evolve strategies to
engage learners in activities that are active, meaningful and challenging. In
this view the researcher wants to investigate extent of use of instruction
materials for effective teaching and learning of Business Education in junior
secondary school.
1.3 OBJECTIVE OF THE STUDY
The main
objective of this study is extent of use of instruction materials for effective
teaching and learning of Business Education in junior secondary school. But for
the successful completion of the study; the researcher intends to achieve the
following sub-objectives;
1. To examine the extent at which instructional
materials in used in teaching and learning business studies in Nigeria
secondary school
2. To identify the value added or importance of
instructional materials to teaching and learning in business studies
3. Identify the types of instructional
materials being used for teaching in order to achieve students’ academic
performance in business studies.
4. To identify methods to improve the use of
instructional materials in business studies
5. To ascertain the extent to which these
instructional materials are being utilized in teaching and learning of business
studies in junior secondary school
1.4 RESEARCH HYPOTHESES
For the
successful completion of the study, the following research hypotheses were
formulated by the researcher;
H0: there
are types of instructional materials being used for teaching in order to
achieve students’ academic performance in business studies
H1: there
are no types of instructional materials being used for teaching in order to
achieve students’ academic performance in business studies
H02:There is
no significant relationship between the extent of use of instructional
materials and the teaching and learning effectiveness of business studies
H2:there is
a significant relationship between the extent of use of instructional materials
and the teaching and learning effectiveness of business studies
1.5 SIGNIFICANCE OF THE STUDY
It is
believed that at the completion of the study, the findings will be of benefit
to the federal ministry of education as the study will help the ministry to
provide adequate instructional materials to junior secondary schools in
Nigeria. It will enlighten them on the extent of use of instructional materials
in the teaching to learning of business studies and even bring into awareness
how important it is to both the teachers’ teaching effectiveness and students’
academic performance. The study will also be of great benefit to the
researchers who intends to embark on research on similar topics as it will
serve as a guide. Finally, the study will be of great importance to academia’s,
lecturers, teachers, students and the general public.
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of
this study covers extent of use of instructional materials for effective
teaching and learning of business education in junior secondary school. In the
course of the study, the researcher encounters some constrain which limited the
scope of the study;
a)
AVAILABILITY OF RESEARCH MATERIAL: The research material available to the
researcher is insufficient, thereby limiting the study
b) TIME: The
time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the
study.
c)
Organizational privacy: Limited Access to the selected auditing firm makes it
difficult to get all the necessary and required information concerning the
activities.
1.7 DEFINITION OF TERMS
EXTENT: The
area covered by something.
INSTRUCTIONAL
MATERIAL: Instructional materials are the tools used in educational lessons,
which includes active learning and assessment. Basically, any resource a
teacher uses to help him teach his students is aninstructional material
EFFECTIVE:
Successful in producing a desired or intended result.
TEACHING:
Perhaps the most significant difference between primary school and secondary
school teaching is the relationship between teachers and children. In primary
schools each class has a teacher who stays with them for most of the week and
will teach them the whole curriculum.
LEARNING:
Learning is the act of acquiring new or modifying and reinforcing existing
knowledge, behaviors, skills, values, or preferences which may lead to a
potential.
BUSINESS
EDUCATION: Business education involves teaching students the fundamentals,
theories, and processes ofbusiness. Education in this field occurs at several
levels, including secondary education and highereducation or university
education.
JUNIOR
SECONDARY SCHOOL: Education in Nigeria is overseen by the Ministry of
Education. Local authorities take ... Students spend six years in Secondary
School that is 3 years of JSS (Junior Secondary School), and 3 years of SSS
(Senior Secondary School).
1.8
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one
is concern with the introduction, which consist of the (overview, of the
study), statement of problem, objectives of the study, research hypotheses,
significance of the study, scope and limitation of the study, definition of
terms and historical background of the study. Chapter two highlights the
theoretical framework on which the study is based, thus the review of related
literature. Chapter three deals on the research design and methodology adopted
in the study. Chapter four concentrate on the data collection and analysis and
presentation of finding. Chapter five
gives summary, conclusion, and recommendations made of the study.
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