ABSTRACT
The study investigated the availability and utilization of instructional media in the teaching and learning of social studies in Abia State. The study adopted descriptive survey research design. A sample of 737 respondents which comprised of 305 teachers and 432 students drawn from 40 upper basic education public secondary schools in Abia State that covered the three Education zones,was used. The sample was arrived at using multi-stage sampling procedure. The instrument for data collection was a 75- item researcher developed questionnaire titled: Instructional Media Availability and Utilization Questionnaire (IMAUQ). The face and content validation of the instrument was carried out by three experts, two from education technology and one in measurement and evaluation all from College of Education, Michael Okpara University of Agriculture, Umudike, Abia State. The internal consistency aspect of the reliability of the instrument was determined using cronbach alpha statistic and pearson product moment correlation which yielded an overall index of 0.88 and 0.78. The instrument has 4 clusters with four point rating scales of very high extent (VHE 4), High extent (HE 3) Low extent (LE2) and very low extent (VLE 1) with 4, 3, 2, and 1 respectively for 1 & 2 research questions while the other, strongly agreed (SA) Agreed (A) Disagreed (DA) and strongly disagreed (SD) with 4, 3, 2, & 1 ratings respectively addressed questions 3 & 4.. The data was collected by the researcher with the help of three research assistants. Out of 737 copies administered ,656 copies representing 89% of the entire instrument distributed were returned and used for data analysis. Data collected were analyzed using mean and standard deviations to answer the four research questions raised for the study while t-test statistic was used to analyzed the four hypotheses that guided the study at 0.05 level of significance. The results showed among others that instructional media are available to a low extent in teaching and learning of social studies in Abia State and also, that there are some strategies to be adopted to ensure adequate utilization of instructional media in teaching and learning of social studies in Abia State among others. Based on these findings, the researcher recommended among others, that Government and principals of public Secondary Schools should ensure adequate provision of instructional Media to Schools for effective teaching and learning.
TABLE OF CONTENTS
Title
Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
List of Tables vii
Abstract viii
CHAPTER 1: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of Problem 6
1.3 Purpose of the Study 6
1.4 Significance of the Study 7
1.5 Research Questions 8
1.6 Hypotheses 8
1.7 Scope of the Study 9
CHAPTER 2: REVIEW OF THE RELATED LITERATURE
2.1 Conceptual Framework 10
2.1.1 Historical development of social studies in
Nigeria 10
2.1.2 Social Studies after Independence 11
2.1.3 The Meaning of Social Studies 16
2.1.4 The importance of social studies in national
development 23
2.1.5 Resources for teaching and learning of
social studies 28
2.1.6 Concept of instructional media 31
2.1.7 Importance of instructional media in
teaching and learning
of
social studies. 36
2.1.8 Availability of instructional media in
teaching and learning. 38
2.1.9 Utilization
of instructional media in teaching and learning
of
social studies 39
2.1.10 Criteria
for utilization of instructional media in teaching and learning
of
social studies 41
2.1.11 Characteristics of instructional media 43
2.1.12 Constraints to utilization of instructional
media in teaching and
learning of social studies 46
2.1.13 Strategies to ensure adequate utilization of
instructional media 50
2.2 Theoretical Framework 53
2.2.1 Social learning theory (Albert Bandura,
1925) 53
2.2.2 Cognitive load theory (John Sweller, 2005) 57
2.3 Empirical Review 58
2.4 Summary of Reviewed Literature 67
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 69
3.2 Area of the Study 69
3.3 Population of the Study 70
3.4 Sample and Sampling Technique 70
3.5 Instrument for Data Collection 71
3.6 Validation of the Instrument 71
3.7 Reliability of the Instrument 72
3.8 Method of Data Collection 72
3.9 Method of Data Analysis 73
CHAPTER
4: RESULTS AND
DISCUSSION
4.1 Results 74
4.2 Summary
of the Major Findings 83
4.3 Discussion
of Finding 84
CHAPTER
5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary 88
5.2 Conclusion 89
5.3 Implication
of the Study 90
5.4 Recommendations
91
5.5 Limitations
of the Study 92
5.6 Suggestions
for Further Studies 93
REFERENCES 94
APPENDICES 101
LIST OF TABLES
4.1: Mean Analysis of Responses of Teachers and Students
on the extent Instructional Media are
Available for the Teaching
and
Learning of Social Studies Score in Abia
State .
(Teachers
=290, Students=366) 74
4.2: t-test
Analysis of mean ratings of Teachers
and Students
on the extent of Availability of
Instructional media in the teaching
and
learning of Social studies Score in Abia
State. 76
4.3: Mean Analysis of Responses of Teachers and Students on the
extent the available instructional media are
utilized in the teaching
and
learning of Social studies, in Abia state .(Teachers =290,
Students=366)
77
4.4: t-test
Analysis of mean ratings of Teachers
and Students on the
Extent the Available Instructional Media are
Utilized in the
Teaching
and Learning of Social Studies in Abia State. 78
4.5: Mean Analysis of Responses of Teachers and Students on the
Factors
that Hinder the Utilization of Instructional Media in the
Teaching
and Learning of Social Studies, in Abia State.
(Teachers
=290, Students=366) 79
4.6: t-test
Analysis of mean ratings of Teachers
and Students on the
Factors
that Hinder the Utilization of Instructional Media in the
Teaching
and Learning of Social Studies in Abia State 80
4.7: Mean Analysis of Responses of Teachers and Students on the
Strategies
Adopted to Ensure Adequate Utilization of Instructional
Media
in the Teaching and Learning of Social Studies,
(Teachers
=290, Students=366) in Abia State. 81
4.8: t-test
Analysis of mean ratings of Teachers
and Students on the
Strategies
Adopted to Ensure Adequate Utilization of Instructional
Media
in the Teaching and Learning of Social Studies in Abia State. 82
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
Social
Studies was introduced into the curriculum for secondary schools in the late
1960s. According to Mkpa in Udosen. (2011), its introduction was a general move
towards curriculum innovation or renewal of post-independence era, the purposes
of which was to relate the school curriculum to national goals, helping the
youths and young learners cultivate
understanding that would transform them into useful members of the
society with skills, attitudes, moral values and reasoned judgment, in order to
effectively live and contribute
positively to the economic, social, political and cultural development
of the Nigeria society.
In
1974, Udosen (2011) noted that social studies received a boost in Nigeria as it
was made compulsory at the primary and junior secondary school level as well as
the teacher training institutes with the introduction of the Universal Primary Education.
Social Studies remains a core subject, as it is believed to bring together
relevant issues from different disciplines to demonstrate and explain the wholistic
nature of man’s existence (Curzon in Udosen 2011). Osam (2013) states that
instruction in Social Studies is expected to propagate the core values of a
democratic society. Most of these values are reflected in the goals of the National
Policy on Education which include:
a. The
inculcation of national consciousness and national unity.
b. The
inculcation of the right value and attitudes for the survival of the individual
and the Nigeria society.
c. The
training of the mind in the understanding of the world around the acquisition
of appropriate skills and development of mental, physical and social abilities
and competencies as equipment for the individual to live in and contribute to
the development of the society (FRN 2014, 7-8).
It
is believed that in the face of present moral decadence in the Nigerian society
contradictory life styles, negative values, insincerity and increased vices,
social studies education could bring about behavioural changes among the youths
and the entire citizens. This would depend to a great extent on how the content
of Social Studies curriculum are understood and imparted to students in schools
by their teachers Udosen, (2009). Abdeiraheem
and Al-Rabane (2005) in Udosen (2011) agreed that the teaching of Social
Studies lessons has always been on a limited knowledge base and as a result,
the utilization of the instructional media among teachers often rely on
traditional application of technology. Despite this agreement, some creation of
improvised media of low technological materials can enlarge such a limited
knowledge base and enrich instruction to a guaranteed quality. It can also
promote strategies that ensure the integration of technology in the teaching
and learning process of Social Studies.
In
recent times, there has been an increasing concern for effectiveness and
efficiency in the teaching and learning process, seeing, touching and listening
which are characteristics of instructional media materials as the gateways of
human learning in this 21st century. It is on this basis that
Aramide and Bolarinwa (2010) opined that instructional media materials have the
potential for enhancing students learning. Its role in teaching and learning is
one of the most important and widely discussed issues in contemporary education
policy.
Instructional
media are the relevant materials utilized by the teacher during instructional
process to facilitate teaching and learning and for the purposes of making the
instructional content more practical and less vague. It therefore follows that
such resources may be both human and non-human provided they facilitate the
acquisition and evaluation of knowledge, skills, attitudes morals and values (Esu
& Inyang, 2004).
To
make teaching and learning interesting, the teacher has to use instructional
media, this is why Anwukah (2000) opined that if any success must be achieved
in attaining the educational objectives, the teacher must know the
instructional media materials that are available for teaching a particular
subject and be able to utilize them. Onyemerekeya (2003) defined educational
objective as statement which describes in a relatively specific manner what a
student should be able to do, produce or the characteristics the student
possess after completing a unit of instruction or a course of study. The
classroom teacher should therefore recognize that his task is not merely to
teach but to stimulate learning with the use of instructional media material,
because instructional media material refers to as anything, materials and
equipment that can help the teacher to communicate effectively, his or her
ideas to the students so that at the end of the instruction the student can do
that which the teacher stated in the objective (Awohia-Efebo 2004).
According
to Esu and Inyang Abia (2004) different types of instructional media can be
used in teaching any subject effectively. However, it is not all instructional
media that are required in teaching and learning of Social Studies. We have
different classes of instructional media material as cited by Ike, Chimezie and
Iwu (2002). These include:
Printed
Instructional Media, Non- Printed Media, Softwares, Hardwares, Visual Media,
Audio visual Media, and Audio Media, Two dimensional media, three dimensional
media, projected media, Non projected media, locally produced media and realia.
In
the teaching of social studies, both textual and non-textual media can be
utilized effectively. This refers to all print and non-print media materials
that are used by the teacher and learners for instructional processes. They
include, chalk board, text books, magazines, periodicals journals, newspapers,
among others for print media and radio, television, pictures, films, video
tapes, audio tapes, realia, Games, among others for non-print media. According
to Esu
and Inyang Abia (2004) these instructional media materials assist the
students in acquiring clear concepts of the subject matter of social studies.
The
term availability relates to how much instructional materials that are on hand
to which teachers have access. The
extent of availability of instructional materials for teaching and
learning of social studies affects quality of education. On this basis, there
had been an increasing concern for effectiveness and efficiency in the teaching
and learning process. The influence of instructional materials in promoting
students’ academic performance in teaching and learning, in educational
development is indisputable. This means that teachers and learners should have
access to instructional media. Whenever they are needed and are required,
instructional media should be readily available and be able to produce the
desired effect and it must be of good quality.
Utilization
of instructional media materials means being able to employ appropriate
instructional media materials expertly and at the right time too, in order to
attain an instructional objective. The use of instructional materials gives the
learner opportunity to touch, smell or taste objects in the teaching and learning
process. Media materials in the
classroom are meaningless unless they are properly utilized, and employed in
the teaching and learning process because when instructional media are properly
utilized they make learning real by bridging the gap between theory and
practice. More so, they arouse interest and active participation of learners in
the instructional process. These they do by making the learners mind not to wander
while teaching is in progress.
However,
there are some factors that hinder effective utilization of instructional media
and these had become a source of worry
to stakeholders in education especially those in this field of study. This
include cost of procuring instructional material, lack of maintenance culture ,
irregular power supply, Lack of support from the school administrators, poor funding, lack of skill and competences, Time consumption of instructional media usage, lack of technical
support staff, shortage of instructional media in schools and Teachers poor attitude and lack of interest in
using instructional media among others are,
challenges to utilization of instructional media in teaching and learning.
Having identified the challenges to
utilization of instructional medias materials, the study will also adopt some
strategies to ensure adequate utilization of instructional media materials in
teaching and learning of Social Studies. The strategies to ensure adequate
utilization of instructional media materials include- regular power supply,
regular maintenance of
Media
resources, Government should help in providing instructional media to be
use in schools,
seminars and workshops to be
conducted regularly to enhance teachers
competence, adequate time should
be allotted to teaching of social
studies lesson, teachers should
improvise when necessary, administrators
and school authorities should
play good leadership roles for instructional
media availability and utilization, teachers interest should be protected, and there should be adequate infrastructural
facilities, among others. It is on this basis that the researcher wants to
carry out a research to determine actually the extent of availability and
utilization of instructional media materials in teaching and learning of Social
Studies in Abia State.
1.2 STATEMENT OF THE PROBLEM
Social
studies has been a very important subject at the upper basic level of
education. This is because it develops in an individual the knowledge, skill
and attitude that would enable such individual to use sound reasoning in making
personal decisions in our modern world. Inspite of the importance attached to
it and emphasis by the Universal Basic Education Board on the teaching of the
subject, students’ performance in the subject has persistently been poor.
Records from Abia State Universal Basic Education Board (ASUBEB) (2019) reveals
absolutely poor performance of Upper Basic Education students in Basic
Education Certificate Examination (BECE) between 2015 and 2019 (Appendix B page
105). The persistent poor performance of the students in social studies may be
attributed to non-availability and poor utilization of instructional media in
teaching and learning of social studies. If social studies was designed to
bring about desirable change of attitude in Nigeria citizens for a better
society, what then is responsible for the unchanging situation? Are
instructional media actually available? Are there trained and qualified
teachers to utilize them in teaching of social studies at the upper basic
education level? An attempt to answer the above questions, s created the need
for this work titled “Availability and utilization of instructional media in
teaching and learning of social studies at the Upper Basic Education” in Abia
State.
1.3 PURPOSE
OF THE STUDY
The
purpose of this study was to examine the availability and utilization of
instructional media in teaching and learning of social studies in Upper Basic Education
in Abia State.
Specifically,
the study seeks to:
1. determine the extent of availability of
instructional media for the teaching and learning of Social Studies in the
Upper Basic Education,
2. find
out the extent of utilization of the available instructional media in the
teaching and learning of Social Studies in Upper Basic Education,
3 ascertain
the factors that hinder the utilization of instructional media in teaching
and learning of Social Studies in
Upper Basic Education,
4 determine
the strategies to be used in ensuring adequate utilization of instructional
media for teaching and learning of Social Studies in Upper Basic Education.
1.4 SIGNIFICANCE
OF THE STUDY
This
research study on the availability and utilization of instructional media
materials in teaching and learning of Social Studies in Upper Basic Education II
will be of immense help to students and teachers, as well as Government and
Curriculum planners.
The
study will benefit the students by enhancing their learning processes as well
as improving their overall academic performance, because it will increase the
motivation of the students to learn, add clarity to the topics thus making
learning more interesting.
Findings
from the study will help to sensitize teachers on their important roles in
promoting the use of instructional media materials in teaching and learning.
This is because it will provide a basis for them to understand the need to
support the use of instructional media material in teaching and learning. It
will also help them to appreciate the importance of improvising instructional
media to assist the school and students.
The
study will provide an insight to the government on the need for more instructional
media production centres for effective teaching and learning. It will also help
them to be organizing seminars, workshops and conferences for school teachers
on the importance of instructional media in the attainment of educational
objectives. Teachers should be exposed to various kinds of instructional media
with regards to how and where they can be produced, collected and utilized.
It
will also create awareness for state, federal ministries of education and
curriculum planners, as well as policy makers in secondary schools to make
provision for more production centres of instructional media to assist the
existing ones and for more efforts to be made for instructional media
availability.
1.5 RESEARCH QUESTIONS
The
following research questions were posed to guide the study
1. To
what extent are instructional media available for the teaching and learning of
Social Studies in Abia state?
2. To
what extent are the available instructional media utilized in the teaching and
learning of Social Studies in Abia State?
3. What
are the factors that hinder the utilization of instructional media in teaching
and learning of Social Studies in Abia State?
4. What
are the strategies to be adopted to ensure adequate utilization of
instructional media for teaching and learning of Social Studies in Abia State?
1.6 HYPOTHESES
The
following null hypotheses which were tested at 0.05 level of significance were
posed for the study.
HO1: There is no significant difference between the
mean responses of teachers and students for the availability of instructional
materials on teaching and learning of social studies.
HO2: There
is no significant difference between the mean responses of teachers and
students on the extent of utilization of available instructional media
materials in teaching and learning of social studies.
HO3: There
is no significant difference between the mean responses of teachers and
students on the factors that hinder the utilization of instructional media
materials in the teaching and learning of Social Studies.
HO4: There is no significant difference between
the mean responses of teachers and students on the strategies to be adopted to
ensure adequate utilization of instructional media materials in the teaching and
learning of Social Studies.
1.7 SCOPE OF THE STUDY
The
study was carried out in Abia State. The study concentrated on Upper Basic II
education in public secondary schools in Abia State because these are the
classes that are preparing for Basic Education Certificate Examination at the
end of their three years in Upper Basic Education.
The
study concentrated on the extent of the availability and utilization of instructional
media available for the teaching and learning of social studies at Upper Basic
II education in public secondary schools in Abia State. It also covered the factors
that hinder the utilization of instructional media in the teaching and learning
of social studies as well as the strategies to be adopted to ensure adequate
utilization of instructional media in the teaching and learning of social
studies.
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