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INTRODUCTION
1.1 Background of the study
Economics is one of the examinable subjects in the Nigerian secondary school curriculum.
Its significance is corroborated by its inclusion in the secondary school curriculum by the
Ministry of Education. Economics like any of the business education subjects has vocational
syllabus content. That is, it prepares an individual to be potentially employable in the job
market.
One important dimension in teacher education that is getting a lot of attention is related to the
use of instructional materials. Instructional materials are those materials used by teachers to
simplify their teaching. They include both visual and audio-visual aids and could either be
concrete or non-concrete.
These instructional materials bring life to learning by stimulating students to learn. The use of
instructional materials in the classroom has the capability to aid the teacher explain new
concepts conspicuously, which result in better understanding of the new concepts being taught.
However, they are not ends in themselves but they are means to an end (Kadzera, 2006).
It is held that good teaching resources can never replace the teacher but the teacher uses them
to achieve teaching and learning objective. Some of the instructional aids necessary for
effective teaching and learning of economics include the chalkboard, models, graphs, chats,
maps, pictures, diagrams, cartoons, slides, filmstrips, radio etc.(Kochhar,1991).
According to the syllabus requirements, the major aim of teaching the subject is;
To give the learners basic economic knowledge and skill so as to enable them
understand, appreciate and participate in the economic environment in which they live.
Emphasis should be on developing the ability of the learner to appreciate and solve
economic problems, which confront them in the real world situation (Business
Education syllabuses, 1985, p 20).
From the systems theory, economics can be taken as a system, which has aims, objectives and
goals to be achieved. Endogenous variables including teaching strategies, school facilities,
and teaching learning environment, school administration, and the availability of text-books
and other resources, play an important role in achievement of these goals. These factors affect
the learner in the learning process in one way or another.
Frontline education is a universal concern in virtually all societies. To accomplish this, efficient
and effective teaching need to be employed. However this may not be achieved without the use
of Instructional materials have been identified as very important variables in the teaching and
learning and that effective learning cannot take place without availability of basic relevant
instructional materials. Instructional materials according to Maitarfsir (2003), are the teaching
aids that facilitate quick understand of the subject matter in the classroom. Instructional
materials, including textbooks, educational media (library, media print, nonpoint, and electronic
resources), computer software, videotapes, films, DVDs, and instructional television programs
represent fundamental resources for schools for enhancing instruction, furthering the pursuit of
knowledge, and providing experiences of educational significance for class groups or for
individual students. It is the shared responsibility of the state and district to provide an adequate
number and range of instructional materials and resources in a variety of formats that are
appropriate, timely, and essential to the attainment of specified educational objectives. It is also
the responsibility of state and district to provide instructional materials that are free of bias,
stereotypes, distortions, and prejudices.
The importance of instructional materials cannot be underestimated. Instructional
materials are a range of materials and equipment which make a visual impression on the
students, assist the teacher in his task, helping him increase his effectiveness in the classroom.
Instructional materials communicate information effectively, promote the acquisition and longer
retention of knowledge, when they are systematically designed, reproduced, used and evaluated.
Maitarfsir (2003), states that lack of instructional materials to serve as teaching aids that
facilitate quick understand of the subject matter in the classroom is a great impediment to
conducive learning environment for STM Education. He went further to put it that for effective
STM learning relevant materials such as equipment in the laboratories, charts, diagrams,
chemical, models, specimen, and for technology, technological device like computer, tape
recorder and video cassette recorder must be made available in the classroom so as to assist
students to have a design of what is taught in their mind.
Various studies have shown that a proper use of teaching materials will positively
enhance the teaching and learning process in science (Dale, 2003). Okebukola (2005), and
Johnson (2001) also added that, various reasons have been adduced as major factors among
which is lack of necessary teaching materials/aids in schools as responsible for the observed poor
trend on students performances for the SSCE for the period 2001 – 2005.
These instructional materials bring life to learning by stimulating students to learn. The use of
instructional materials in the classroom has the potential to help the teacher explain new concepts
clearly, resulting in better student understanding of the concepts being taught. However, they are
not ends in themselves but they are means to an end (Kadzera, 2006).
It is held that good teaching resources can never replace the teacher but the teacher uses them to
achieve their teaching and learning objectives. Some of the instructional materials necessary for
effective teaching and learning of Social Studies include the chalkboard, models, graphs, charts,
maps, pictures, diagrams, cartoons, slides, filmstrips, radio, and television (Kochhar, 1991). The
importance of the use of these materials cannot be underscored. This has been emphasized by a
number of scholars. Lockheed (1991) says that instructional materials are critical ingredients in
learning and that the curriculum could not be easily implemented without them.
Kochhar (1991) adds that a teacher who has adequate and relevant teaching facilities is more
confident, effective and productive. Similar sentiments are shared by Steel (1983) who asserts
that relevant instructional materials enable the learners to have a clear understanding (Ajewole
2001 and Ivowi 2001) and Futunbi (2003), put it that laboratory facilities and instructional
performance materials to which students have been exposed have contributing factors to the
student‟s academic achievement. Jimoh (2002), observed that poor laboratory facilities and lack
of relevant textbooks are among factors that are responsible for low performance of students in
physics, chemistry and Biology.
Types of Instructional Materials
Instructional materials can be classified in several ways. For instance, one can distinguish
between auditory, visual and reading materials. However, for the purpose of classification,
learning materials for teaching economics according to Yusuf (2001) can be classified as
follows:-
i.) Printed and reference materials: Textbooks, newspapers, magazines, government
documents, teachers‟ guide, duplicated materials, journals, hand book, bulletins,
pictures, work books, pamphlets, and leaflets.
ii.) Graphic materials: Graphs, charts, diagram, maps, globes.
iii.) Display materials: Chalkboard, bulletin boards, flat pictures, magnet boards and flannel
board.
iv.) Projected materials: Television, video tape, overhead projector, slides and slide projector and
transparencies.
v.) Audio and other visual materials: Radio, model, computer, tape recording etc.
According to Blankenship (2000), Economics teaching aids can be classified into two classes.
They are:
a. Visual aids.
b. Audio-visual aids.
The visual aids are those teaching aids that can be clearly seen with our eyes vividly.
Examples of visual aids are: chalkboard, economics textbooks, charts, model. While audio-visual
aids are those that we can hear and see, by producing sound that the sound are expressed in
thought. They appeal to our senses of hearing and eyes. Audio visual aids include: tape video,
television, projectors and motion pictures.
Traditional Instructional Materials
In those days, the instructional materials are models, maps, charts and diagrams, which are used
to enhance the teaching and learning of Economic but nowadays the instructional materials that
enhance he teaching and learning of economics are film slides, I pads, projector, television and
internet system and so on.
Maps, Atlases and Textbooks
Maps and atlases are important instructional materials for the teaching and learning of
Economics. They are good companions when teaching such topics as population and economic
growth.
According to Anyawu et al (2003), textbooks are the most common instructional materials that
teachers use to disseminate knowledge. Textbooks had variety values, but are too costly for an
average Nigerian student to afford. Some ways by which to ameliorate this problem is for a
group of teachers to write jointly and for the school authority to ensure that copies of relevant
textbooks are put into the school library to enable economics students who cannot afford these
textbooks to get assess to read them.
Use of Journals, Magazines and Handbooks
These are printed materials that can be effectively be used to aid Economics teaching.
Economics teachers can use them to:
a. Obtain information which cannot be readily obtained from textbooks.
b. Help to bring the teacher up to date in his/her field. When the above are achieved by the
economics teacher, he/she will be able to disseminate the instruction or knowledge gained to the
students. This aid effective teaching and learning in Economics (Imogie, 2002).
Modern Instructional Materials
Technological advancement came with film slide, Ipad, laptop, projector, television and internet
systems are the instructional material which helps in teaching and learning process.
Computer (Ipad, Laptop)
Computer has been defined by Imogie (2002), as a calculator, machine, apparatus,
mechanical, electrical or electronic equipment for carrying out especially complex calculations,
dealing with numerical data or stored items of other information. A computer refers to a device
which automatically performs operations, sorts’ files, and edits, thus making it possible to
process information with great speed, accuracy and reliability. It combines the efforts of the
hardware, software and personnel to operate. According to Adesina (1998), computers are
machines that capture data at source, record the data, prepare data, inform acceptable to the
machine, perform processing requirements and communicate the results of the processing when
so required.
The fifth generation computers are seen as having “artificial intelligence” and “thinking
ability” as a result of its complexities and diversities. Computer is very useful because of its
numerous applications in our personal and educational life. It is quite evident that the modern
man is machine dependent (Eyitayo, 1999). This is because everywhere, computer has made out
lives easier and much more comfortable. Projection screens enhance demonstration and allow for
shared screen work; local network servers facilities paper transfer of files; access to internet can
turn each seat into library; and online conferencing can stimulate active, written participation by
every student.
According to Eyitayo (1999), computer also can help students visualize objects that are
difficult or impossible to view e.g. shift in demand and supply. Computer programmes are
interactive and illustrate a concept through attractive animation, sound and demonstration. They
allow students to progress at their own pace and work individually or problem solved in a group.
Computer provide immediate feedback, letting students know whether their answer is correct, if
the answer is wrong the programme shows students how to correctly answer the question,
computers offer a different type of activity and a change of pace from teacher-led or group
instruction.
Internet
Balogun (2004), opined that globally, information and communication technology has
been changing so dramatically in speed and performance that practitioners have rightly referred
to the phenomena as a revolution. One of the most spectacular manifestations of this revolution
is the internet. The internet is the international network of computers. It is the global information
pool as it links hundreds of nations, thousands of companies and over fifty millions of
computers, (Lecture handout). In many parts of the world, the internet is an indispensable tool
for business, education, research, commerce, communication and technological development.
The internet often called the NET, has been variously described as the world’s largest
computer network, conglomeration of thousands of computer networks, the information super-
highway and cyber space (Eyitayo, 1999). Physically, internet is a lot of computers and other
communication devices and carriers. The internet exchanges, digitized data.
Instructional materials play paramount roles in the teaching and learning process. It
makes learning easier to the students whereby make leaning to be stored quickly in the
permanent memory. Also, they form cordiality between the learners and the learning. Teachers
can be more effective and efficient with the use of instructional material. Efficiency in the sense
that teaching is being carried out with lesser cost of strength. Also, effectiveness in the sense that
the purpose of the teaching can be achieved with a minimized time. Instructional materials can
be in different forms such as textual and non-textual, the visual the auditory and audio-visual.
Instructional materials according to Emma and Ajayi (2004) are those things which help teaching
and learning process. It helps to promote understanding of the concept and generalization by
making lesson practical and realistic. Any teacher who has the interest of the student at heart is
bound to think of the ways and means he will employ to make his teaching and learning process
moiré effective and more interesting to the student. According to TSBVI (Texas School for the
Blind and Virtually Impaired) “Instructional material is defined as content that conveys the
essential knowledge and skills of a subject in the public school curriculum through a medium or
a combination of media for conveying information to a student. The term includes a book,
supplementary materials, a combination of a book, workbook, and supplementary materials,
computer software, magnetic media, DVD, CD-ROM, computer courseware, online services, or
an electronic medium, or other means of conveying information to the student or otherwise
contributing to the learning process through electronic means, including open-source
instructional material. Witwoth and Benson (2003), indicate that there is a need for research on
the use and effectiveness of instructional materials in economics classroom that would enhances
its teaching. According to Adeniyi (2000), the use of instructional materials is to communicate
more permanently, health related issues, and information is retained when supplemented with
aid.
Certainly instructional materials when carefully selected and skillfully used will make learning
more effective. Therefore it becomes necessary to investigate the importance of instructional
materials in teaching of economics. The use of instructional material will provide chat facility so
that learners will make use of it, exchange their ideas and views and get clarification of any topic
with different experts, practitioners so as to broaden their information base. Instructional material
will assist teachers to provide variety in the presentation of content which will improve upon
learners’ ability to concentrate, and long retention of information.
1.2 Statement of the Problem
The use of instructional materials in economics instructions has been widely researched but
many questions still remain unanswered. The needs for exploring locally available materials as
an alternative for the grossly unavailable materials in our schools, resourcefulness of the teacher
must be in line with the learners’ curriculum and environment so that classroom teaching does
not have to be retarded by lack of funds.
Hence, government must strive to develop her local technology in all its ramifications, since
economics is interested in providing solutions to man’s problems holistically. Many writers in
economics have pointed out the grossly unavailability of instructional materials coupled with
teachers attitude towards the utilization during classroom teaching-learning situations.
The problems are that; instructional materials are not available in our schools, teachers are not
improvising and reluctant in using them. Thus, in this research attempt would be made to:-
1. Identify instructional materials needed for effective teaching and learning of economics
in secondary school.
2. Identify instructional materials available in secondary school in Nigeria.
3. Identify how the use of instructional materials like chalkboard, funnel board, model real
things, overhead projector, tape recorders, radio, television etc. affect the performance of
students in secondary school in Nigeria.
1.4 Research Questions
The following research questions were formulated to guide the study.
1. Are instructional materials available in schools?
2. How frequently do economics teachers utilize instructional materials during economics
lesson?
3. What are the benefits teachers derived from teaching with instructional materials?
4. What are the problems associated with the use of instructional materials in economics
instruction?
1.5 Significance of the Study
The study was conceptualized to contribute to the improvement of secondary school curricular
instructions through the use of instructional materials.
Human learning is naturally through an active and mental process (Hong and Khine 2006).
Students must interact with their environment and manipulate objects so as to determine proper
interpretation of phenomena. For teaching and learning to be meaningful, instructional materials
have to be incorporated in the process which is geared towards students’ interests, abilities, and
readiness to become involved in the teaching and learning situations.
1.6 Scope of the Study
The scope of the study covers the utilization and accessibility of instructional materials in
teaching economics in Nigeria.
It is the desire of the researcher to go round some selected secondary school to make some
observation of the use of instructional materials by the teachers and learners to effect the
teaching and learning situation.
1.7 Definition of Terms:
Instructional materials: These include the materials used to facilitate learning for better results
(Olawale2013). It can also be referred to as any device used to assist the instructor in the
preparation of a lesson, teaching of the lesson and facilitate students’ learning of the subject
matter. (Uzuegbu, Mbadiwe and Anulobi, 2013)
Availability of instructional material: This explained the state of instructional materials being
available and accessible.
Frequent use of instructional materials: This defined how frequently and often teachers
incorporate instructional materials in teaching and learning activities.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
Instructional materials have been identified as very important variables in the teaching and
learning and that effective learning cannot take place without availability of basic relevant
instructional materials. Instructional materials according to Maitarfsir (2003), are the teaching
aids that facilitate quick understand of the subject matter in the classroom. Instructional
materials, including textbooks, educational media (library, media print, nonprint, and electronic
resources), computer software, videotapes, films, DVDs, and instructional television programs
represent fundamental resources for schools for enhancing instruction, furthering the pursuit of
knowledge, and providing experiences of educational significance for class groups or for
individual students. It is the shared responsibility of the state and district to provide an adequate
number and range of instructional materials and resources in a variety of formats that are
appropriate, timely, and essential to the attainment of specified educational objectives. It is also
the responsibility of state and district to provide instructional materials that are free of bias,
stereotypes, distortions, and prejudices.
The importance of instructional materials cannot be underestimated. Instructional
materials are a range of materials and equipment which make a visual impression on the
students, assist the teacher in his task, helping him increase his effectiveness in the classroom.
Instructional materials communicate information effectively, promote the acquisition and longer
retention of knowledge, when they are systematically designed, reproduced, used and evaluated.
Maitarfsir (2003), states that lack of instructional materials to serve as teaching aids that
facilitate quick understand of the subject matter in the classroom is a great impediment to
conducive learning environment for STM Education. He went further to put it that for effective
STM learning relevant materials such as equipment in the laboratories, charts, diagrams,
chemical, models, specimen, and for technology, technological device like computer, tape
recorder and video cassette recorder must be made available in the classroom so as to assist
students to have a design of what is taught in their mind.
Various studies have shown that a proper use of teaching materials will positively
enhance the teaching and learning process in science (Dale, 2003). Okebukola (2005), and
Johnson (2001) also added that, various reasons have been adduced as major factors among
which is lack of necessary teaching materials/aids in schools as responsible for the observed poor
trend on students performances for the SSCE for the period 2001 – 2005. (Ajewole 2001 and
Ivowi 2001) and Futunbi (2003), put it that laboratory facilities and instructional performance
materials to which students have been exposed have contributing factors to the student‟s
academic achievement. Jimoh (2002), observed that poor laboratory facilities and lack of
relevant textbooks are among factors that are responsible for low performance of students in
physics, chemistry and Biology.
Ofuani (2014) attested to inadequacy of instructional materials and resources in all the schools
sampled in his study. Instructional materials are essential and significant tools needed for
teaching and learning of school subjects to promote teachers’ efficiency and improve students’
performances. They make learning more interesting, practical, realistic and appealing. They also
enable both the teachers and students to participate actively and effectively in lesson sessions.
They give room for acquisition of skills and knowledge and development of self- confidence and
self- actualization. Ibeneme (2000) defined teaching aids as those materials used for practical and
demonstration in the class situation by students and teachers. Ikerionwu (2000) saw instructional
materials as objects or devices that assist the teacher to present a lesson to the learners in a
logical way. Fadeiye (2005) saw instructional materials as visual and audio-visual aids, concrete
or non-concrete, used by teachers to improve the quality of teaching and learning activities.
Agina-Obu (2005) submitted that instructional materials of all kinds appeal to the sense organs
during teaching and learning. Isola (2010) also described instructional materials as objects or
devices that assist the teachers to present their lessons logically and sequentially to the learners.
Oluwagbohunmi and Abdu-Raheem (2014) acknowledged that instructional materials are such
used by teachers to aid explanations and make learning of subject matter understandable to
students during teaching learning process. Abdu-Raheem (2011) asserted that non availability
and inadequacy of instructional materials are major causes of ineffectiveness of the school
system and poor performance of students in schools. Ahmed (2003) confirmed that in most
secondary schools in Nigeria, teaching and learning take place under a most un-conducive
environment without access to essential materials. Eniayewu (2005) posited that it is very
important to use instructional aid for instructional delivery to make students acquire more
knowledge and to promote academic standard. In addition, Ajayi and Ayodele (2001) stressed
the importance of availability of instructional materials to achieving effectiveness in educational
delivery and supervision in the school system. Ogbondah (2008) alerted on the gross inadequacy
and underutilization of instructional materials necessary to compensate for the inadequacies of
sense organs and to reinforce the capacity of dominant organs. He noted that school teachers
should try their possible best in the provision of locally made materials in substitution for the
standard ones to promote their lessons. Enaigbe (2009) noted that basic materials such as
textbooks, chalkboard and essential equipment like computer, projector, television and video are
not readily available in many schools. Ajidagba and Jekayinfa (2010) observed that instructional
materials help teachers to teach conveniently and the learners to learn easily without any
problem. They asserted that instructional materials have direct contact with all sense organs.
Kochhar (2012) supported that instructional materials are very significant learning and teaching
tools. He suggested the needs for teachers to find necessary materials for instruction to
supplement what textbooks provide in order to broaden concepts and arouse students’ interests in
the subject. According to Abolade (2009), the advantages of instructional materials are that they
are cheaper to produce, useful in teaching large number of students at a time, encourage learners
to pay proper attention and enhance their interest. However, Akinleye (2010) attested that
effective teaching and learning requires a teacher to teach the students with instructional
materials and use practical activities to make learning more vivid, logical, realistic, and
pragmatic. Ekpo (2004) also supported that teaching aids are always useful in supporting the
sense organs. (Abdu-Raheem 2014), despite the fact that instructional materials are essential
tools that can make learning practical and knowledge acquisition easier, they are not readily
available in Nigerian secondary schools leading to low level of performance of learners in
government examinations. According to Abiodun-Oyebanji and Adu(2007), instructional
materials are all things that are used to support, facilitate, influence or encourage acquisition of
knowledge, competency and skills. Abdu-Raheem (2014) encouraged teachers to improvise
teaching aids because they are in great measure enhance learners’ full participation in the lesson,
gives room for inquiry, problem-solving, discussion and clarification of issues and ideas among
students and the teacher. Riveire (2006) noted that improvisation is a valuable teaching tool.
Afolabi and Adeleke (2010) identified non-availability, inadequacy and non-utilization of
learning materials as a result of teacher’s poor knowledge as factors responsible for the use of
lecture method. Oso (2011) also agreed that the best way for teachers to make use of their
manipulative skills is to improvise so as to achieve their lesson objectives at least to a reasonable
extent.
2.2 Types of Instructional Materials
Instructional materials can be classified in several ways. For instance, one can distinguish
between auditory, visual and reading materials. However, for the purpose of classification,
learning materials for teaching economics according to Yusuf (2001) can be classified as
follows:-
i.) Printed and reference materials: Textbooks, newspapers, magazines, government documents,
teachers‟ guide, duplicated materials, journals, hand book, bulletins, pictures, work books,
pamphlets, leaflets.
ii.) Graphic materials: Graphs, charts, diagram, maps, globes.
iii.) Display materials: Chalkboard, bulletin boards, flat pictures, magnet boards and flannel
board.
iv.) Projected materials: Television, video tape, overhead projector, slides and slide projector and
transparencies.
v.) Audio and other visual materials: Radio, model, computer, tape recording etc.
According to Blankenship (2000), Economics teaching aids can be classified into two classes.
They are:
a. Visual aids.
b. Audio-visual aids.
The visual aids are those teaching aids that can be clearly seen with our eyes vividly.
Examples of visual aids are: chalkboard, economics textbooks, charts, model. While audio-visual
aids are those that we can hear and see, by producing sound that the sound are expressed in
thought. They appeal to our sense of hearing and eyes. Audio visual aids include: tape video,
television, projectors and motion pictures.
Traditional Instructional Materials
In those days, the instructional materials are models, maps, charts and diagrams, which are used
to enhance the teaching and learning of Economic but nowadays the instructional materials that
enhance he teaching and learning of economics are film slides, I pads, projector, television and
internet system and so on.
Maps, Atlases and Textbooks
Maps and atlases are important instructional materials for the teaching and learning of
Economics. They are good companions when teaching such topics as population and economic
growth.
According to Anyawu et al (2003), textbooks are the most common instructional materials that
teachers use to disseminate knowledge. Textbooks had variety values, but are too costly for an
average Nigerian student to afford. Some ways by which to ameliorate this problem is for a
group of teachers to write jointly and for the school authority to ensure that copies of relevant
textbooks are put into the school library to enable economics students who cannot afford these
textbooks to get access to read them.
Use of Journals, Magazines and Handbooks
These are printed materials that can be effectively be used to aid Economics teaching.
Economics teachers can use them to:
a. Obtain information which cannot be readily obtained from textbooks.
b. Help to bring the teacher up to date in his/her field. When the above are achieved by the
economics teacher, he/she will be able to disseminate the instruction or knowledge gained to the
students. This aid effective teaching and learning in Economics (Imogie, 2002).
2.2.5 Modern Instructional Materials
Technological advancement came with film slide, Ipad, laptop, projector, television and internet
systems are the instructional material which helps in teaching and learning process.
Computer (Ipad, Laptop)
Computer has been defined by Imogie (2002), as a calculator, machine, apparatus,
mechanical, electrical or electronic equipment for carrying out especially complex calculations,
dealing with numerical data or stored items of other information. A computer refers to a device
which automatically performs operations, sort files, edits, thus making it possible to process
information with great speed, accuracy and reliability. It combines the efforts of the hardware,
software and personnel to operate. According to Adesina (1998), computers are machines that
capture data at source, record the data, prepare data, inform acceptable to the machine, perform
processing requirements and communicate the results of the processing when so required.
The fifth generation computers are seen as having “artificial intelligence” and “thinking
ability” as a result of its complexities and diversities. Computer is very useful because of its
numerous applications in our personal and educational life. It is quite evident that the modern
man is machine dependent (Eyitayo, 1999). This is because everywhere, computer has made out
lives easier and much more comfortable. Projection screens enhance demonstration and allow for
shared screen work; local network server facilities paper transfer of files; access to internet can
turn each seat into library; and online conferencing can stimulate active, written participation by
every student.
According to Eyitayo (1999), computer also can help students visualize objects that are
difficult or impossible to view e.g. shift in demand and supply. Computer programs are
interactive and illustrate a concept through attractive animation, sound and demonstration. They
allow students to progress at their own pace and work individually or problem solved in a group.
Computer provide immediate feedback, letting students know whether their answer is correct, if
the answer is wrong the program shows students how to correctly answer the question,
computers offer a different type of activity and a change of pace from teacher-led or group
instruction.
Internet
Balogun (2004), opined that globally, information and communication technology has
been changing so dramatically in speed and performance that practitioners have rightly referred
to the phenomena as a revolution. One of the most spectacular manifestations of this revolution
is the internet. The internet is the international network of computers. It is the global information
pool as it links hundreds of nations, thousands of companies and over fifty millions of
computers, (Lecture handout). In many parts of the world, the internet is an indispensable tool
for business, education, research, commerce, communication and technological development.
The internet often called the NET, has been variously described as the world’s largest
computer network, conglomeration of thousands of computer networks, the information super-
highway and cyber space (Eyitayo, 1999). Physically, internet is a lot of computers and other
communication devices and carriers. The internet exchanges, digitized data.
2.2 THE CONCEPT OF ECONOMICS
Since economics became as separate field of study, it has been numerously defined by different
scholars. These various definitions can partly be attributed on the fact that economics is a social
science that studies an aspect of human behavior. Webster Dictionary defined economics as
chiefly with the description and analysis of the production, distribution and consumption of
goods and services. Adam Smith (1777) defined economics as the study of wealth that is with
regard to treating the nature and causes of wealth on nation. John Stuart Mill (1806-1873)
defined economics as “the practical science of the production and distribution of wealth” .Alfred
Marshall (1842-1924) defined economics as “the study of mankind in the everyday business of
life” A.C.Pigou (1877-1959) defined economics as “the study of welfare”. To him, economics
should concern itself with how to increase the material wellbeing of man by increasing total
production.
The definitions of these economists focused on the word “material wealth thereby narrowing the
scope of economics”
But later in 1932, Lord Lionel Robbins came up with a concise and encompassing definition
which states that “economics is a science which studies human behavior as a relationship
between ends and scarce means which have alternative uses”. Based on this definition,
economics was not seen as a pure science which needed to be taken into laboratory, like
chemistry and physics; but a social science which studies the behavior of man as he reacts to
scarce resources.
2.3 IMPORTANCE OF ECONOMICS
Economics is a very important tool which provides us solutions to every challenge we come
across in our daily activities.
Economics helps us to develop well balance logical judgment and a sense of evidence.
Haromokeram(1978) commenting on why economics should be studied and he said that;
economics helps us to build up theories and tools of economics analysis which enable us not only
to understand current economics problem but also to see the economic consequence of pursuing
a particular time of policy.
Economics is useful because it helps to train students to think critically and make them effective
members of the community. As (1998.p. 15) Anyanwnocha on the importance of economics said
that, “Economics helps to develop the power of critical thinking and thereby makes students or
individuals unwilling to accept all statements without clarification and thorough scrutiny”.
Economics is useful because it prepares students and individuals to contribute positively to rapid
economic development of the nation. Also enable students and individuals to spend wisely so
that the little resources at their disposal can be used to maximize their satisfaction.
According to Onwukwe and Agwu (2000) economics knowledge teaches the household and
sector that is; individual consumers how best to use their scare resources. Also enables a
consumer to make rational decision with regard to maximizing his total satisfaction.
Economics is useful because it helps the economists to translate their assumptions into graphical
form. It also helps to suggest solution to problems and to improve human welfare. One of the
economists, professor, Pigou in Jihingan (1975:40) asserted that “the study of economics is not
worthwhile for its own sake, but only the feelings the knowledge may help to bring the economic
trends”.
The study of economics is very important because it deals with matter concerning us as
individual like family matters, political decision business affairs, crucial issues challenging the
society and the nation. Lord John Maynard Keyness (a famous economist) once wrote, the ideas
of economics are of great value to governments, the National leaders and policy makers use
economic ideas extensively on matter concerning unemployment and inflation, economics
growth and productivity, taxation and public expenditures, international trade and balance of
payment e.tc.
Although, the study of economics is practical necessity and a moral obligation. This is because
economics consideration govern other daily lives. An economist has obligation to warn and
advice individuals business and government about the consequences of their actions. For
instance, if a worker who earns N7, 000 per month has decided to spend all the money on cloth,
it is the duty of an economist to warn him on that action by telling the person the implications of
his action. The economist always acts in an advisory to people.
Onwukwe and Agwu (2002:15) stated that “Economics knowledge is of practical importance in
business because understanding of the overall operation of the economic system puts the
business executive in a better position to formulate good policies that would ensure profit
maximization for his organization”.
They went further to say that the Executive who understand the causes and consequences of
inflation is better equipped during inflationary period to make more intelligent decisions than
others.
Mill (one of the famous economist) wrote “Economist are charged with responsibility of
gathering and interpreting economic information upon which rational business decisions can be
made.
The researcher said that that economics is very importance because economics puts man in a
better position to understand economic problems and consequently proffer solutions to them.
Moreover, economics like any other discipline is a sources of knowledge and as such is useful
for its own sake that is for the sake of offering knowledge to mankind.
2.4 EFFECTS OF LACK OF INTEREST IN ECONOMIC BY STUDENTS
Al-Adrin (1984) commenting on the bad impression about economics said that “children loose
interest either totally or partially in economic subject due to the bad impression they have about
economics” mark pointed out that some of them have notion that economics is a difficult subject
and as such will not take up a career involving economics in the future. He went further to say
that there were not enough skilled teachers to take up the challenges of mathematical aspects in
economics in our schools and therefore appealed to the entire public to note that economics is a
good subject that will take use into technology.
Still on the lack of interest in economics many students fail to understand that a characteristic of
the basic science like economics is problem solving, mathematics being the most fundamental
basic of economics Abbott (1977) derives its reputation as a difficult subject primarily from its
dominant problem solving nature. As a subject that deals with economical exactitudes all
branches of it deal inevitable with problems whose solutions often envisage to benefit humanity.
Newell and Simon (1972:30) and Kild (1982:42) asserted that “a problem may be view as
situation in which one does not know immediately the series of action or an anticipated goal”
problem solving therefore, would represent whatever action steps a person takes to bridge the
anticipated solution and the problem itself.
According to Balogun (1985), interest in economics is influenced by students’ perception of their
aptitude for economics and their liking for economics. He stressed that under the students’
preference when choosing electives subject in a broad sense, History, Geography, music,
Agriculture are more frequently chosen for the fear that economic is a difficult subject.
According to Bajah (1976) in the developing countries, the major determining factor affecting
the study of social science subjects especially at secondary schools and university levels are still
the learners themselves. Even when the conditions under which the learner of science is
inadequate, the performance is till directed to the learner.
The above statement as conformed Bajah, is that even in a situation where there are no shortage
supply of teachers and inadequate facilities and teaching aid and instructional materials, the
problems of learning economics always attributed to the students. Some students have the phobia
as a result of fear of transmitted belief that the subject is difficult hence they lose interest in the
learning of economics.
Momodo (1982) asserted the importance of economics to the students. According to him,
economics is not just taught to pass the examination, it is also taught for the fact that economics
is a subject that is included in order subjects being taught in secondary schools like Geography,
mathematics, commerce, Agriculture, History and so on.
In that, he appealed that students should be as much as possible put interest and remove the
notion
2.5 SHORT SUPPLY OF QUALIFIED ECONOMICS TEACHERS
It is common defect in our educational set up that most of the subject concerned. A good sound
knowledge of what to teach is the most importance thing for a good and qualified teachers.
According to William (1967) a qualified teacher should have good knowledge of the content of
the subject area and with effective approaches in his methodology.
It is an indisputable fact that an adequate supply of competent economics teacher is an essential
ingredient for good for good economic teaching. Of all the problems affecting the teaching and
poor performance in economics in Nigeria, the problem of short supply of qualified teachers in
schools have been the most serious. According to Fafunwa (1979:80) he said that, “those who
cannot make good elsewhere but because they have the minimum qualification decided to join
the teaching profession from necessity rather than choice”. In addition to the above content, Tate
(1961) said that, “some economics teachers are unworthy to teach economics, they were
employed unmerited and that made them to seen the teaching of economics non-enjoyable and
unattractive when teaching it in the classroom and this made both teacher and students to be
encountering difficulties in the economic lessons. Tate also said that unqualified teachers may
not know those importance items needed in economics studies. In addition, the student they
produce suffer handicap on the subject after graduation from secondary school. According to
Causton (1962) many mentioned that they found their career or studies as economics makers
after school, were often handicapped. These students who complain really were not given
enough knowledge of economics when they were at school. Although there are teachers in
economic area but the number of the teachers and their qualification seems not to be enough.
This therefore has noticeable adverse effect on the teaching and performance of economics in
senior secondary school.
According to Aghenta on Guardian Newspaper April (2003:6) says that “the greatest problem
confronting the Nigeria Educational system today is that of over shortage of qualified teachers in
all levels of the system”.
He also said that insufficient qualified teachers hinder students’ performance in senior secondary
certificate examination and also lead to students’ inability to defined economics as a subject
outside school period.
In the words of Bossan (1983) in almost all of the states on the federation, there is shortage of
economics teachers especially in the secondary schools. To him, this problem of teachers poses a
great problem in the students’ performance in secondary schools because some of the economics
topics are not taught at all to students due to lack of teachers. In other words, one may find out
that a single teacher is handling many students. According to Nnawa (1968) the personality of
teachers have significant influence on student’s performance. He argued that the efficiency of
any teacher in any level of education depends much on his educational background and his
professional training ability.
Kafuwa (1979) implies that the least qualified teacher expected to teach in our secondary school
should possess at least NCE certificate. This is because the man with this certificate is believed
to have got enough exposition to enable him cope with the academic problems in our secondary
schools.
According to a one time Ebonyi State Commissioner of Education Dr. Sam O. Egwu, he said that
“with the presence of abundant equipment, material and money without the qualified teachers
available on the right place, curriculum cannot be realized and student’s performance will be
hindered.
In all addition, the researcher agree with the view of Dr. Sam O. Egwu because teachers should
have a core training in all aspect involved in the areas of their specialization. An economics
teacher should be able to teach competently all the topics (including the mathematical aspect) of
the subject area. According to Nduanya (1986) stated that teachers should endeavor to make the
teaching method more productive be encouraging problems and skills. Again, a qualified
economics teacher could be possibly equipped with improved method of teaching and thus will
motivate students’ interest in economics. Unqualified teachers have poor teaching and students’
relationship and also do not care about the psychological feeling of the students. This lead to
student imbalance in their subject.
According to Farrant (1980:22) on his report on standard of education in Nigeria wrote; No one
can do a job well unless he understands all the process involve. Educational significant of subject
are likely to reach it with greater success than those who teach it because it appear on the
syllabus and time table. The above assertion is important because the efforts of a teacher who
understand all the process involved in his subject and seen in the excellent performance of this
pupils, that teacher learn more to acquire a mere teacher job.
Adesma (1985), commenting on the need for the teacher to be on expert on the psychology and
development on children stated that “teacher should also study well because every child in his
classroom is unique both behavioral and learning abilities habits and skills as well as the
environment and hereditary assets and liabilities. The above comment denoted that a trained
teacher in economics is expected to be aware of this vital principle that suggest or contribute to
student performance in economics .Evidence though observation during the teaching practice
exercise showed that most teacher that teach economics have neglected some important theories
in the subject because they are not qualified to teach economics. It is also observed that most of
them lack information and ability to teach the subject and this make students to perform poorly
in the subject. Consequently, the researcher agree that the teaching of economics in secondary
schools today is rapidly changing character because students are prove to receive insufficient,
wrong and outdated information from their unqualified teacher which eventually lead them to
poor performance to the subject.
Moreover, teachers’ lack of devotion to duty, ability to maintain human relations with students
and co-workers contributed to students’ poor performance in economics.
2.6 LACK OF EQUIPMENTS AND INSTRUCTIONAL MATERIAL
This review of related literature shows that the performances of students in economics in
secondary schools in Afikpo North L.G.A can be attributed to the effect of lack of equipment and
instructional materials.
The causes of poor performance of students have been a matter of poorly equipment like:
1. Lack of textbooks: Textbooks is an inevitable and valuable educational resource material used
by all the teachers and students at all levels of educational system. Insufficient of textbook hinder
effective teaching and learning for both teachers and students.
2. Libraries: Libraries is a department that is, very vital to the progress of any educational system
3. Teaching aids (audio-visual project) lack of teaching aids hinder effective teaching and
learning in secondary schools in Afikpo North L.G. A. The effective use of teaching aids
stimulate the students’ interest, encourage their involvement by raising questions, and make clear
the purpose and objective of subject. This means that the students will be an active listener rather
passive listener.
4. Inadequate Accommodation (classes): here we are concerned with few number of goods and
specious classroom with a nice arrangement and enough ventilation for the students.
According to Charlotte (1979) ‘when the class is too small to accommodate students, some of
them will not pay attention” the students will get tried and this will grave room to noise and
moving from one seat to another.
Bosan (1983) “Almost all the schools, stores or libraries have scarcely teaching equipment and
instructional aids like pictures, large photographs, friezes, maps, posters, episcopes, time chart,
nor books, flannel, broadcast, television”.
According to Anene and Brown (1960) said that “the greatest challenges of African economic
study, performance and teaching are caused by lack of adequate and to learning”
Based on the comment, scholars like Mays Permels (1970) highlighted the importance of
instructional materials and teaching aids “visual aids which meant pictures, slides, film, and
television have in the first place enormous contribution to make in the realm of accurate factual
knowledge”. This, in no doubt bring teaching to rake economic values.
Nwosu (1980) also pointed out that the problem of teaching aids in teaching economics is
another factor that is effecting economics instruction, that is, the unavailability of instructional
material”.
Balogun (1982:35) asserted that, “no effective social science education program could exist
without the necessary equipment for social science teaching”. These he said were indispensable
to good social science teaching and learning. According to him part of the objective for teaching
social science subject in the secondary school curriculum was to communicate the spirit of social
science to the students. This could not be achieved without social science equipment, adding that
the basic source of human social science experiences was the direct relationship with man and
how man react to certain conditions with regards to cost of goods and the general behavior of
man in regards to his daily activities. This can be tested in our daily life behavior. This means
that the students need the equipment to begin to practical skills to solve practical problems.
Ofiu (1976) maintained that no useful work could be planned or carried out without adequate and
sufficient facilities, equipment and working syllabus. He stated that the skills, which could be
developed might be broadly summarized as observational skill from critical thinking and
generation. He maintained that for students to achieve these, they might be taught by suitable
techniques or methods.
According to Odetolao (1977), who received the general academic performance of students in
secondary schools, based on West Africa Examination Council (WACE) said that performance
of students in economics is determined by the problems associated with the teaching method of
subject and insufficient instructional materials.
According to Agusiobo (1982) most schools are not being provided with learning material such
as textbooks, chalk, and blackboard and so on, many schools lack equipped libraries. Some
available textbook in those libraries either contain insufficient information or old information in
the sense that the system of education in our country today as it is contained in National Policy
on Education (NPE) is being structured after the dynamic nature of the society which is pointing
towards science and technology.
My personal experience during the teaching practices exercise shows that most economics
teachers do not even care to select a teaching aid for teaching economics, even though it is
teaching aids that foster understanding in teaching and learning. However, the issue of writing
note of lesson is also neglected.
Opon (1981) said that experiment on what has been observed in order to find a scientific
explanation for it, was different on economists from a non-economist while all scholar’s pursued
knowledge with logic, economist supported their logic, arguments with empirical facts obtained
from experimentation.
Moreover, over dependence upon textbooks from foreign country also have some effects on
students’ poor performance in economics.
In support of the researcher’s content Yager (1981) while emphasizing the over dependence on
the textbooks by teachers and their students said that it was prevented even in United States of
America. The problem is however, compounded in the Nigerian situation due to the fact the only
recommended textbooks is theoretical with little or no relationship to experimental learning.
Fafunwa (1976) said that one of the set back in the learning of economics in many secondary
schools is lack of economics equipment. He suggested that better economics aids or materials
should be provided to ensure adequate and purposeful learning. In addition Balogun (1972)
suggested that for effective teaching and learning economics in secondary level, instructional
equipment must be performance.
Adeyemo (1977) visual aids help to disseminate information in such a way to modify the
learners’ behavior and interest in economics subject therefore suggested to be used properly in
teaching economics.
Irving Greene (1976) pointed that irrespective of the method of teaching a teacher adopted
whether it is the project, lecture, discussion or discovery and so on, there is need of using
teaching aids. The essence of teaching aid to him is to bring the teachers and students into
contact with the subject matter.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research design
3.2 Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested
in getting information for the study. Use of instructional materials in the teaching of economics
with emphasis on some selected schools.
3.3 Instrument for data collection
The major research instrument used is the questionnaires. This was appropriately moderated. The
teachers were administered with the questionnaires to complete, with or without disclosing their
identities. The questionnaires were designed to obtain sufficient and relevant information from
the respondents. The primary data contained information extracted from the questionnaires in
which the respondents were required to give specific answers to questions by ticking in front of
an appropriate answer.
3.4 Validation of the research instrument
The questionnaires used as the research instrument was subjected to face its validation. This
research instrument (questionnaires) adopted were adequately checked and validated by the
supervisor; his contributions and corrections were included into the final draft of the research
instrument used.
3.5 Method of data analysis
The data collected was not an end in itself but it served as a means to an end. The end being the
use of the required data to understand the various situations, it is with a view to making valuable
recommendations and contributions. To this end, the data collected has to be analyzed for any
meaningful interpretation to come out with some results. It is for this reason that the following
methods were adopted in the research project for the analysis of the data collected. For a
comprehensive analysis of data collected, emphases were laid on the use of absolute numbers
frequencies of responses and percentages. Answers to the research questions were provided
through the comparison of the percentage of workers response to each statement in the
questionnaire related to any specified question being considered.
Frequency in this study refers to the arrangement of responses in order of magnitude or
occurrence while percentage refers to the arrangements of the responses in order of their
proportion.
The simple percentage method is believed to be straight forward easy to interpret and
understand. The researcher therefore chose the simple percentage as the method to use.
This was done using both descriptive and inferential statistics. Descriptive analyses (percentages
and qualitative and quantitative methods to explore the availability and use of instructional
materials for teaching and learning Economics secondary schools. This was considered
appropriate because it enabled the triangulation of results which ensured that the strengths of one
method overcome the weaknesses of the other method thus strengthening quality and reliability
of the findings. Mugenda and Mugenda (2003) observe that both methods supplement each other
in that qualitative approach provides the in-depth explanations while the frequencies) were used
to summarize and describe the characteristics of the sample population while inferential statistics
were used to make deductions and generalizations about the whole population. The results are
presented in form of tables, and figures. Data from interview schedule was reported using direct
quotations from the teachers. The population from which the sample for this study was drawn
consisted of 30 secondary schools (both public and private).
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
4.1 Introduction
Efforts were made at this stage to present, analyze and interpret the data collected during the
field survey. This presentation will be based on the responses from the completed questionnaires.
The result of this exercise was summarized in tabular forms for easy references and analysis.
Simple percentage method was employed in the analysis.
4.2DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with the use of SPSS,
frequency, mean, standard deviation and simple percentage for easy understanding.
A total of 40 (forty) questionnaires were distributed and 30 questionnaires were returned.
Research Question 1
Is Instructional Materials Available in schools?
Table 4.3: Availability of the Instructional Materials for Use
S/N Economics Instructional Materials Available
Frequency
Not
Available
Frequency
1 MP3 player 8 22
2 Tape recorder 11 19
3 Radios 10 20
4 Video recorder 8 22
5 Computers 15 15
6 Television 15 15
7 Video CDs 10 20
8 MP4 players 10 20
9 Projector 15 15
10 Printed materials 27 3
11 Pictures 28 2
12 Charts 29 1
13 Diagrams 25 5
14 Animations 23 7
15 Protractor 22 8
16 Board graph sheet 28 2
17 Compasses 21 9
18 Economic magazine 18 12
Table 4.2 revealed that some of the instructional materials were not available at all such
as mp3 player, tape recorder, radios and video recorder. Some were not sufficiently available
such as computer, television, video CDs and projector while only few instructional materials
were available.
Table 4.4
Statistical Analysis on Availability of instructional materials
SN Instructional Materials No Yes Mean STD. D
1. MP3 player23
76.7%
3
23.3%1.23 0.430
2. Tape recorder20
66.7%
10
33.3%1.33 0.479
3. Radios21
70%
9
30%1.30 0.466
4. Video recorder23
76.7%
7
23.3%1.23 0.430
5. Computers8
26.7%
22
73.3%1.73 0.450
6. Television15
50%
15
50%1.73 0.509
7. Video CDs20
66.7%
10
33.3%1.50 0.479
8. MP4 players19
63.3%
11
36.7%1.33 0.490
9. Projector10
33.3%
20
66.7%1.37 0.479
10. Printed materials4
13.3%
26
86.7%1.87 0.346
11. Pictures2
6.7%
28
93.3%1.93 0.254
12. Charts2
6.7%
28
93.3%1.93 0.254
13. Diagrams4
13.3%
28
86.7%1.87 0.346
14. Animations22
73.3%
8
26.7%1.27 0.450
15. Protractor7
23.7%
23.7
73.3%1.77 0.430
16. Board graph sheet3
10%
27
90%1.90 0.305
17. Compasses9
30%
21
70%1.70 0.466
18. Economic magazine15
50%
15
50%1.80 0.509
Weighted mean =1.69
Table4.4 shows the statistical analysis carried out on the availability of instructional
material in different schools. For instance, 23 of the respondents which constitute 76% said mp3
is available in their schools. More so, instructional material number 18 indicated the same
percentage of the respondents agreeing to availability of instructional and non-availability of
instructional materials. Going through the table to check the availability, the information will not
be comprehensible enough, as a result, a mean statistics was derived to actually ascertain
whether instructional material are available from the data collected from the respondent. Using
the mean as the main parameter of justification, it is clearly seen that the mean value is greater
than average one (1) which statistically indicated that there is availability of instructional
materials.
Research question 2
What are the benefits of instructional materials to students?
Table4.5
no Responses Themes
cod
e statistics
1 Teachings are made simple 1 simple 1 frequency
2 Students learn better and faster 2 better 2 simple 3
3 stress reduction 3 reduction 3 better 5
4 Interactive teaching and learning 4 reliance 4 reduction 1
5 Active participation 4
participatio
n 5 reliance 4
6 self-reliance 5 reliance 6
participatio
n 3
7 Teaching becomes more efficient 6 abstract 7 reliance 3
8 Best way of imparting knowledge 6 abstract 1
9 It prevents learning in abstract 7 Total 20
10
Teaching becomes more
explanatory 1
11 it makes teaching faster 2
12
it makes teaching clearer to
learners 2
13 It put teaching in orderly manner 2 proportion
14 clearer teaching and learning 5 simple 15%
15 teaching becomes more interactive 2 better 25%
16 Teaching becomes more organized 6 reduction 5%
17 it makes teaching more effective 6 reliance 20%
18 it increases level of concentration 5
participatio
n 15%
19
It foster teacher learner
participation 4 reliance 15%
20
It creates learner friendly
environment 4 abstract 5%
TOTAL 100
%
The tabular format above showed the analysis from the responses of the respondents towards
research question two. The responses were grouped into different categories which is numbered
one to twenty. This was done with the use of Microsoft excel. The statistics frequency indicated
the number of time the respondents wrote the same views on the benefit of instructional material
to students. The theme indicated concise uniformity in the responses of the respondents.
More to that is the proportion section which indicated the percentage of the respondents as
regard their views towards the benefit of instruction materials to students.
15% of the respondents said the use of instructional materials make teaching simple to the
student, 25% of the respondents agreed that the use of instructional materials brings better
learning, 5% of the respondents said it helps to reduce abstraction in teaching and learning.
Among the proportions, self-reliance takes the highest percentage, which means that the use of
instruction materials help the students more to be self-reliant. This as well goes with the one of
the policies of education which says education should make one especially the learner self –
reliant.
1 2 3 4 5 6 70%
5%
10%
15%
20%
25%
30%
15%
25%
5%
20%
15% 15%
5%
BENEFITS OF INSTRUCTIONAL MATERIAL TO STUDENTS
THEME
RESP
ONS
ES
The diagram above represents the graphical responses of the respondents as regards the benefits
of instructional material to students. The diagram known as bar-chat indicated the result arrived
at from the Microsoft excel table above
Research question 3
Do you have access and frequently use the following instructional materials?
Table4.5
FREQUENCY IN THE USE OF INSTRUCTIONAL MATERIALS IN TEACHING
ECNOMICS
Materials Always Occasionally Never
MP3 player 4 15 11
Tape recorder 4 13 13
Radios 9 10 11
Video recorder 3 13 14
Computers 15 7 8
Television 8 12 10
Video CDs 4 10 16
MP4 players 5 10 15
Projector 13 10 7
Printed materials 22 6 2
Pictures 23 6 1
Charts 27 3 0
Diagrams 24 4 2
Animations 8 7 15
Protractor 15 11 4
Board graph sheet 20 8 2
Compasses 15 9 6
Economic magazine 14 7 9
Table 4.6
SN Instructional
materials
Never Occasionally Always Mean STD
D
1 MP3 player 11
36.7%
14
46.77%
5
16.677%
1.80 0.71
4
2 Tape recorder 14
46.77%
12
40.07%
4
13.37%
1.67 0.71
1
3 Radios 12
40.0%
10
33.3%
8
26.7%
1.87 0.81
9
4 Video recorder 13
43.3%
13
43.3%
4
13.3%
1.70 0.70
2
5 Computers 6
20%
7
23.3%
17
56%
2.37 0.80
9
6 Television 8 12 10 2.07 0.78
26.7%
40% 33.3%
5
7 Video CDs 15
50%
9
30%
6
20%
1.70 0.74
9
8 MP4 players 14
46.6%
12
40%
4
13.3%
1.67 0.71
1
9 Projector 5
16.7%
12
40%
13
43.3%
2.27 0.74
0
10 Printed
materials
3
10%
6
20%
21
70%
2.60 0.62
5
11 Pictures 2
6.7%
4
13.3%
24
80%
2.73 0.58
3
12 Charts 2
6.7%
2
6.7%
26
86.7%
2.80 0.55
1
13 Diagrams 2
6.7%
6
20%
22
73.3%
2.67 0.60
6
14 Animations 16
53.3%
6
20%
8
26.7%
1.73 0.86
8
15 Protractor 5
16.7%
11
36.7%
14
46.7%
2.30 0.75
0
16 Board graph
sheet
2
6.7%
8
26.7%
20
66.7%
2.60 0.62
1
17 Compasses 5
16.7%
11
36.7%
14
46.7%
2.30 0.75
0
18 Economic
magazine
11
36.7%
5
16.7%
14
46.7
2.10 0.92
3
38.95/18=2.16
From the table above, the researcher asked the respondent how frequently do economics teachers
utilize instructional materials during economics lesson, it can be seen that out of the 30
respondents, which represents 100%. 11 respondents which represented 36.7% said they never
make use of mp3 while 14 respondents which represents 46.7% said they occasionally make use
of mp3 and 5 out of the respondents which represent 16.7% said they always make of mp3 while
teaching the students. Also, 14 respondents which represent 46.7% said they never use tape
recorder while12 respondents which represent 40% said they occasionally use tape recorder and
4 respondents which represent 13% said they always make use of tape recorder while teaching
the students. There are cases where the respondent said they always make of those materials in
the course of teaching and learning.
It is not enough to decipher how often and properly the respondents make use of instructional
materials just looking at the table. The mean statistics has been carried out to conclude whether
the respondents have access to the materials and how frequently they make of these materials.
From the table, it clearly seen that the mean statistics has a value of 2.16 which indicates that the
respondents have access to the materials and they also use these materials so frequently. The
researcher therefore concluded that teachers always have access and frequently utilized
instructional material in teaching economics.
Research question 5
What are the challenges teachers faced when in using instructional material?
Table4.7
no Responses Themes1 power failure 1 No materials2 Not easily ready 2 power failure3 serves as distraction 1 distraction4 no proper source of power 3 Affordability5 some are not suitable for use 4 not suitable6 Difficult to find 5 literacy skill7 it serves as distracting factor 1 moribund8 literacy skill in teacher 69 Insufficient fund 4 statistics
10 moribund materials 7 frequency11 some are expensive 4 No materials12 some are out of date 6 power failure13 erratic power system 7 distraction14 lack of money by the management 2 Affordability15 insufficient materials 1 not suitable16 It cause distraction 3 literacy skill17 Not easily affordable 4 moribund18 not all student learn easily 3 Total19 some are not environmental friend 1
The tabular format above showed the analysis from the responses of the respondents towards
research question four. The responses were grouped into different categories which is numbered
one to nineteen. This was done with the use of Microsoft excel. The statistics frequency
indicated the number of time the respondents wrote the same views on the benefit of
instructional material to students. The theme indicated concise uniformity in the responses of the
respondents.
More to that is the proportion section which indicated the percentage of the respondents as
regard their views towards the benefit of instruction materials to students.
5% of the respondents agreed that one of the challenges teachers faced while teaching with
questionnaire is that some of the materials are not suitable for teaching, as a result, it complicate
teaching and further creates problem of learning to the students.
11% of the respondents responded most of the instructional materials in school are moribund, i.e.
they cannot handle contemporary issues.
21% of these respondents were of the opinion that some materials are not easily affordable, i.e.
the cost of some of the instructional materials serves as bane to the use of instructional materials.
The highest among them is that of lack of materials which constitute 26% of the responds. At
this point, the respondents opined that the challenges teachers faced due to the use of
instructional materials is that most of the materials are not readily available to teachers.
Moreover, Komen (1991) observes that instructional materials are inadequate and at the same
time, teachers are not adequately prepared.
The diagram above
represents the
graphical
responses of the
respondents as
regards the
challenges
teachers faced
in instructional materials. The diagram known as bar-chat indicated the result arrived at from the
Microsoft excel table above.
1 2 3 4 5 6 70%
5%
10%
15%
20%
25%
30%26%
11%
16%
21%
5%
11% 11%
CHALLENGES FACED BY TEACHERS WHEN USING INSTRUCTIONAL MATERIALS
THEMES
RESP
ONS
ES
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
It is pertinent to know that the primary purpose of this study was to examine the access
utilization of instructional materials in teaching economics in Nigeria secondary schools.
In the previous chapter, the relevant data collected for this study were presented logically, and
critically analyzed with the aid of statistical instruments, and appropriate interpretations were
given based on the numerical values that were derived at the end of the analysis.
5.2 Summary
From the collected and analyzed data, it was deduced that with the aid of instructional materials,
learning would be made easy, better, and there would be active participation during the course of
teaching and learning. Another area of interest was that a good number of the respondents opined
that the use of instructional materials makes students to learn better and faster. .
It was also arrived at from the analysis that teachers face different challenges towards the use of
instructional materials. The challenges are clearly highlighted in the previous chapter.
The respondents agreed that lack of instructional material causes students poor performance in
economics. Despite the benefits or advantages derive from using instructional equipment or aids,
some of the respondents agreed that their schools do not have it and their teachers do not make
use of it in teaching and learning of economics. Fufunwa (1976) stated that “one of the setback in
learning of economics in many secondary schools is lack of economics equipment or material
aids”
5.3 Conclusion
The study concluded that the importance of instructional materials in the development of
learners’ intellectual abilities and attainment of teaching/learning objectives cannot be over-
emphasized. Also, as regard the responses from the responds, teachers deliver their lessons with
infinitesimal abstraction and the students taught with instructional materials have excellent
achievement scores compared with those taught without any material.
5.4 Recommendations
Having gone through a critical study in respect to this project, the following recommendation
were made:
1. Economics teachers are encouraged to search for necessary instructional materials that
can appeal to the senses of learners, arouse their interest, encourage their participation,
make learning more meaningful and promote academic standard.
2. Primary schools should 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.
3. Teachers should also be guided on the uses of the school radio to enhance learning in Social
Studies classrooms.
4. Teachers should always try their best to make use of available instructional materials
where necessary to make their lessons more interesting.
5. Instructional materials should be varied and not limited to printed materials, pictures and chats
only as indicated on the table of analysis.
6. . Moreover, teachers should be encouraged to use the local environment in the teaching of
economics; only then can the learners see the connection between what they are learning and
the reality.
7. Economics magazines should be made available to teachers since teaching with this, will make teachers site contemporary examples and to link what they are teaching to everyday life.
8. School principals should provide economics teachers with enabling environment for the
use of available instructional material to give room for participatory studentship and
make learning more meaningful.
9. School principals should also encourage improvisation of instructional materials by
students, teachers, the schools parents and the government to enhance teaching/learning
in schools and promote academic standard.