ABSTRACT
This
study was based on investigation into the effect of instructional materials on
the teaching of economic in secondary school in Ojo Local Government Areas.
A
sample population of 120 students was carried out and also sample population of
24 teachers carried out in 8 schools randomly selected in Ojo LGA. The major
instrument used was questionnaire. Simple percentile and the T- test was also
used to for the analysis.
The
result shows their is a significant difference in the existing instructional
materials and the students performance in classroom also there is no
significant difference between the instructional material and teaching learning
effectiveness.
However,
based on the research analysis among other things that available instructional
materials should undergo periodic maintenance because materials make learning
more real and concrete which helps the students in focusing attention and
motivation.
furthermore
materials, (reading or teaching) resources should be properly made available
and periodically up dated.
TABLES
OF CONTENTS
Title page pages
Certification i
Dedication ii
Acknowledgment. iii
Abstract iv
Chapter one: Introduction.
1.0 Background to the study. 1-2
1.1 Statement
of problems 3
1.2 Purpose
of the study. 3-4
1.3 Research
questions 4-5
1.4 Significance
of the study 5-6
1.5 Scope
and limitations of the study. 6-7
Chapter two: Literature Review.
2.0 Introduction 8
2.1 School
environment of learning 8-10
2.2 Teacher’s
working condition 10-12
2.3 Instructional
materials of learning 12-15
2.4 Teacher’s
motivation towards teaching 18
2.5 Insufficient
period of learning 18-19
Chapter Three: Research methodology
3.0 Introduction
20
3.1 Research Design 20
3.2 Area
of study 20
3.3 Population
of the study 21
3.4 Sample
and sampling techniques 21
3.5 Instrument
for data collection. 21
3.6 Administration
of Instrument 22
3.7 Data
Analysis 22
Chapter Four: Analysis of research Question and Results
3.0 Introduction 23
4.1 Analysis of research question 1 23-25
4.2 Analysis of research question II 25-28
4.3 Analysis of research question III 29-31
4.4 Analysis of research question IV 32-35
4.5 Analysis of research question V 35-38
4.6 Summary of the findings. 38
Chapter Five: Interpretation and Discussion of result
5.0 Introduction
39
5.1 Interpretation
and discussion of results. 39
5.2 Interpretation
and discussion of results. 39-43
5.3 Educational
implication of the study. 44
5.4 Limitations
of the study. 45
5.5 Recommendations
45
5.6 Suggestions
for further studies 46
5.7 Summary
of the entire study 46
References: 47-48
Questionnaires. 49-53
CHAPTER
ONE
BACKGROUND TO THE STUDY
1.0. INTRODUCTION:
Economics
is a very interesting subject. The importance of Economics as a senior
secondary school subject cannot be over-emphasized. Its importance is such that
every senior secondary school student must offer the subject right from senior
secondary school one (S.S.S 1) to senior secondary school three (S.S.S3) when
the senior school certificate examination will be taken (S.S.C.E) and National
Examination Council (N.E.CO) will be taken respectively, The policy has placed
Economics in the same group as core subject such as mathematics English
language Science etc.
However,
Economics has a wide, which involves production, distribution and consumption.
It will be noted that this scope summaries every activity a society undertakes
the benefits of studying economics are
immense and includes the follows:
a.
Economics teaches consumers how to make
rational use of our resources.
b.
it enables us apply its principles to
solve practical problems, thus avoid unnecessary and costly mistakes.
c.
It enables us as individuals to make
right decisions on spending money.
d.
It helps planners to plan
adequately for the nations economic
development.
e.
Lastly, it prepares students for the
wider world generally. it trains the student to have better understanding of
the problems of the society and
therefore be in position to offer effective solutions to them.
These
are some of the benefits of economics to individuals and students.
The
study of Economics has in recent years being faced with many challenges. One of
the most prominent of these challenges is the issue or problem of instructional
materials used in teaching secondary
school economics. Teachers differ in their personality behaviour and
attitudes to work teachers also differ in their methods of teaching and
presentation of their materials to students. However, these teachers all have
one thing in common, which is to make their students learn.
The
role of a teacher in any instructional situation is primarily that of
communication. The teacher tries to
effect changes in the behaiour of learner by representation facts and
information learning rules and procedures, gaining the learner’s attention by
activity involves them in meaningful participation, participation, propelling that thinking and
stimulating their imagination for effective transfer of knowledge. The proper
selection of an appropriate teaching method involves consideration of class
size, equipment and facilities. Many students of economics in secondary schools
receive instruction either through traditional lecture method or through the
use of obsolete and inadequate instructional materials. As a result of this
students learn economics as a matter of compulsion, rather than with real
interest.
It
is still common to find teachers using the traditional teaching and chalking ‘method
of teaching at the expense of non-traditional approaches such as the scientific
method of inquiring or the use of relevant instructional materials and
learning. They help the teacher teach better and make learning interesting and
less strenuous. They are also referred to as educational instructional media.
In
other words instructional materials include all forms of information carriers that can be used to promote and encourage effective teaching and learning activities.
The
materials range from simple materials like chalks markers textbooks,
illustrated pictures, charts, maps, pictures to more complex materials like
projectors, tapes, records, videos etc.
Instructional
materials can be classified according to
the sense organs (hearing or sight) they
appeal to. These are visual aids (Sense of sight) audio (sense of hearing) and
audio-visual aids (sense of hearing and sight).
Farrant
(1988) pointed out that the quality of any selected and applied instructional
material can be assessed in the light of its relevance adequacy, neatness,
validity, applicability and the number
of senses it appeals to, from observation it has been noted that many of the
existing instructional materials used in teaching economics in senior secondary
schools, if assessed under the above
criteria (as pointed out by Farrent (1988), will not do very well. Is a result
of this students either learn in abstract
memory or they do not learn at all.
1.1 STATEMENT
OF THE PROBLEMS:
One
of the major difficulties facing students of economics is the method of
teaching used and the instructional materials available for the use in their
learning process.
The
methods of teaching and instructional materials used while teaching can
determine how much a student will learn. The value of instructional materials
used cannot be over-stressed as the help students learn affectively to ask good
questions, search for acceptable and reasonable answers, confront reality and
reflect about economics problems in creative and challenging ways. This search
is to asses the existing instructional materials presently used in teaching
economics in senior secondary schools in Ojo Local Government area of Lagos State.
However,
it probes into the following areas of assessment which includes.
a.
The relevance of instructional
materials.
b.
Adequacy of the instructional materials.
c.
The validity of the materials available.
d.
Neatness of the materials and
e.
Validity of the materials.
1.2 The purpose of the study includes:
i.
To identify the types of instructional
materials used in teaching of economics.
ii.
To justify the used for the need of
instructional materials in order to promote effective teaching and learning of
Economics.
iii.
To determine the levels of usages of
instructional materials in the selected secondary schools in are local
government area.
iv.
To asses the instructional materials
available for use
v.
To examine the relevance and
effectiveness of the materials used and the students performance.
1.3 RESEARCH
QUESTIONS
a. To
what extent does the availability of instructional materials affect the
teaching and learning of economics in senior secondary school?
b. How
relevant are the available instructional materials in the teaching of
Economics?
c. To
what extent does the attitude of students and teachers ? towards the use of
instructional materials enhance Economics lessons?
d. What
are the type of materials that are available for the teaching of Economics in
senior Secondary school?
How effective are the instructional
materials used in teaching Economics in Senor Secondary School?
HYPOTHESIS
i.
There is no significant difference
between the instructional materials and the teachers- student teaching and
learning effectiveness.
ii.
There is no significant difference
between the instructional materials on students performance in class.
1.5 SIGNIFICANCE
OF THE STUDY
The
study is significant in the following respect; They study will make the learning
environment more real and likely. The study will show the usefulness of the
existing instructional materials in teaching Economics. The study will show the
areas where the use of instructional materials is lacking in the teaching of Economics. The study will show what
instructional materials are in use and which are needed. The study will provide
guidelines for teachers on how to effectively
use the available instructional materials in teaching Economics.
1.6 SCOPE AND LIMITATION OF THE STUDY
This
research is restricted to five selected secondary schools in Ogo Local
Government Areas of Lagos State due to
certain intervening variable, which include the limited time available for
carrying out the research and also the financial constraints on the part of the
researchers.
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