CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

One of the innovations in the Nigerian educational system is the introduction of several new subjects at different levels of education. The Social Studies programme is one of such curriculum innovations since it is relatively new in the school curriculum. Orakwe (2000) refers to Social Studies instructional materials as information repositories from the society sourced to transfer the desired information to the learners during classroom instruction.

Agwu (2001) views instructional materials as those apparatus of teaching which may include textbooks, workbooks, charts, audio visual aids, chemicals, specimens and other relevant things that will attract student s’ attention, and which should only be introduced at the appropriate time by the teacher. Simply put, instructional materials are those which a teacher puts into use to promote the effectiveness of instructions and which also helps him/her to communicate more effectively to the learners.

Social Studies is a subject that aims at helping students who are creative, patriotic, responsible and are able to contribute to the development of the nation (Ezegbe, 2008). Okojie (2005) supportively maintained that the ultimate goal of Social Studies is to equip individuals with knowledge and understanding for effective relationships and living.

Due to its usefulness in national development, it has gained wide acceptance to the extent of becoming one of the core subjects at the basic education level. In spite of the importance of Social Studies in national development and the efforts of stakeholders to encourage the study of the subject, students have continued to show poor achievement (Agara, 2010). Omabe (2006) agreed that students’ achievement in social studies leaves much to be desired.

Nonetheless, a number of factors have been attributed to poor achievement in junior certificate examination in social studies. One of such factors is non-use of instructional materials. Social studies according to Igu (2012) are an activity based subject and therefore depends on instructional materials utilization for effective teaching.

Omabe (2006) asserted that instructional materials are central in the teaching and learning of social studies because no matter the efficiency of a teacher, effectiveness in lesson delivery cannot be guaranteed without the use of instructional materials.

Esu, Enukoha and Umoren (2004) affirmed that instructional materials facilitate learning of abstract concepts by helping to concretize ideas and stimulate learners’ imagination.

Moreover, instructional materials help to increase active participation in the learning process while saving teacher energy, reducing the verbal instructions.

In the same vein, Mathew (2012) stated that the use of instructional materials make teaching effective as it enables learners to participate actively in classroom instruction. All these views suggest that the use of instructional materials bring about improved students’ performance.

However, in a clear departure from the above views, Orji (2012) and Ekpe (2010) in their independent studies agreed that instructional materials are not necessarily important if the learners are intelligent and the teacher has good mastery of the subject matter.

Egbu (2012) argued that involving learners in classroom activities is what matters most as it makes teaching learner centered. He further maintained that involving learners in classroom activities helps learners to discover new knowledge and gain new insights.

1. STATEMENT OF THE PROBLEM

The activity based nature of social studies makes it difficult for the subject to be taught effectively without instructional materials. But research findings that indicate poor achievement of students in social studies seem to suggest that instructional materials may not have been properly utilized during instruction and this is a source of worry to the researchers considering its possible effects on students’ achievement in the subject.

Finally, several researches have been carried out on availability and use of instructional materials in the teaching of conflict and conflict resolution in primary schools in Nandi north district, Kenya but not even a single research has been carried out on the assessment of the effectiveness of instructional material in teaching of social studies at primary school level; a case study of some selected public private schools in Yola north.

1. AIM AND OBJECTIVES OF THE STUDY

The main aim and objectives of the study is to assess the effectiveness of instructional material in teaching of social studies at primary school level. Other specific objectives of the study include;

1. to determine the effect of instructional materials on social study pupils at primary school level.
2. to examine the factors affecting the use of instructional material in the teaching and learning of social studies.
3. to determine the extent to which instructional materials affects the teaching of social studies at primary school level.
4. to proffer possible solutions to the problems.
   1. RESEARCH QUESTIONS

1. What is the effect of instructional materials on social study pupils at primary school level?
2. What are the factors affecting the use of instructional material in the teaching and learning of social studies?
3. What is the extent to which instructional materials affects the teaching of social studies at primary school level?
4. What are the possible solutions to the problems?
   1. RESEARCH HYPOTHESIS

Hi:   Instructional material has no significant effect in teaching of social studies.

Ho:  Instructional material has a significant effect in teaching of social studies.

1. SIGNIFICANCE OF THE STUDY

The study on the assessment of the effectiveness of instructional materials for the teaching of social studies will be of immense benefit to the entire Yola north in the sense that it will encourage teachers as well as the school management to ensure that available instructional materials are put into maximum use during class instruction.

The study will also enable primary schools to also be provided with modern equipment like the televisions, computers and radios so as to enable teachers to handle emerging issues in the present curriculum.

More so, it might be conclusively said that instructional materials are indispensable in the teaching of social studies for improvement in students’ achievement.

Finally, the study will contribute to the body of existing literature and knowledge to this field of study and basis for further research.

1. SCOPE OF THE STUDY

The study on the assessment of the effectiveness of instructional material in teaching of social studies at primary level is limited to public private schools in Yola north.

1. LIMITATION OF THE STUDY

Time Constraints: One of the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

Financial Constraints: Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project.

1. DEFINITION OF TERMS

Assessment:    The action of assessing someone or something.

Effectiveness:         Effectiveness is the capability of producing a desired result or the ability to produce desired output.

Instructional Material:   Instructional materials, also known as teaching/learning materials, are any collection of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situations to help achieve desired learning objectives.

Teaching:                The occupation, profession, or work of a teacher.

Social Studies:                Various aspects or branches of the study of human society, considered as an educational discipline.