AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL MEDIA IN THE TEACHING AND LEARNING OF SOCIAL STUDIES IN UPPER BASIC EDUCATION LEVEL

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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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