TITLE PROBLEMS OF USING INSTRUCTIONAL MATERIALS IN THE TEACHING OF SOCIAL STUDIES IN JUNIOUR...

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TITLE

PROBLEMS OF USING INSTRUCTIONAL MATERIALS IN THE

TEACHING OF SOCIAL STUDIES IN JUNIOUR SECONDARY

SCHOOLS IN DUNUKOFIA LOCAL GOVERNMENT AREA OF ANAMBRA

STATE.

CHIZOBA, CHIAMAKA CHARITY

EBSU/2009/48702

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

ARTS AND SOCIAL SCIENCE EDUCATION, EBONYI STATE

UNIVERSITY, ABAKALIKI.

IN PARTIAL FUFILMENT OF THE REQUIREMENTS OF FACULTY

OF EDUCATION EBONYI STATE UNIVERSITY, ABAKALIKI FOR THE

AWARD OF BACHELOR OF SCIENCE B.Sc. (Ed) IN SOCIAL

STUDIES EDUCATION.

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MAY, 2014

APPROVAL

This research project has been read and approved by my

supervisor as having met the requirements of Faculty of Education

Ebonyi State University, Abakaliki for the award of Bachelor of

Science B.Sc. (Ed) in Social Studies Education.

-------------------------------- --------------------

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ASSOC. PROF. S.N. IKWUMELU Date

(Project supervisor)

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--------------

DR. D.I. IGBA Date

(Head of Department)

---------------------------- -----------------

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PROF. A. U. AKUBUE Date

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(Dean, Faculty of Education)

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EXTERNAL EXAMINER Date

DEDICATION

This project is dedicated to God Almighty for his

love, care and guidance throughout the period of this

research work.

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ACKNOWLEDGEMENTS

The success of this work was due to the efforts

and contributions of so many people, without which the

work would not have been a successful.

I wish to say a big thanks to my esteemed

supervisor Assoc. Prof. S.N. Ikwumelu, for his

support, love and care towards me the period I was in

school.

To my HOD, Dr. D.I.Igba, words cannot express my

gratitude for all you did for me, and to my other

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lecturers, Ven. Dr S.C. Nnamani, Dr. B.E. Usulor and

Mrs. E.C. Oketa, Mr. Ogene Oyibe and other lecturers,

I pray that the Almighty Father will bless all of you

for me.

Can I ever forget the help of Engr. Dr. P.A.

Nwobasi, Prof. Abonyi and Prof. M. Agha for their

assistance? I don’t think so.

My profound gratitude goes to my lovely parents,

chief Cyprain and Mrs Virginia Chizoba, and to my

siblings; Amara, chima, Enoch, Chioma and Chinazo for

their immeasurable love and care.

And to the rest of the people, at Ifeanyi, Emma, Humphrey,

Anslem, Uchenna, basil, Justina, Chidi, Kc, Uk, Chiamaka and the

lady that typed the work Aunty Nkechi. God bless you all.

ABSTRACT

Social Studies is a core subject offered in the juniorsecondary schools and tertiary institutions in theeducation system. And its aims cannot be achievedwithout the use of instructional materials, owing to

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the challenge of using instructional materials, whichneed to be tackled for the achievement of the aims.Therefore, this research work is designed to assessthe problems of using instructional materials in theteaching of Social studies in junior secondaryschools, in Dunukofia Local Government Area of AnambraState. Findings obtained from the analysis of the datacollected; show that the problems of usinginstructional materials are the shortage of materials,laziness amongst the teachers, lack of fund for thepurchase of instructional materials, and time. It wasalso observed that the performance of the student hasa lot to do with the use of instructional materialsduring classes. Recommendations were based on thefindings. And if this is well implemented, it will goa long way in solving the said problems of usinginstructional materials in the teaching of socialstudies for the growth and achievement of theobjectives of the subject and the development of thecountry at large.

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TABLE OF CONTENTS

Title page----------------------------------------------------------------------------------- i

Approval-------------------------------------------------------------------------------------ii

Dedication----------------------------------------------------------------------------------iii

Acknowledgements----------------------------------------------------------------------iv

Abstract-------------------------------------------------------------------------------------vi

Table of contents------------------------------------------------------------------------vii

List of tables-------------------------------------------------------------------------------x

CHAPTER ONE: INTRODUCTION

Background of the study----------------------------------------------------------------1

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Statement of the problem--------------------------------------------------------------9

Purpose of the study-------------------------------------------------------------------10

Significance of the study--------------------------------------------------------------11

Scope of the study----------------------------------------------------------------------12

Research Questions-------------------------------------------------------------------12

CHAPTER TWO: REVIEW OF RELATED LITERATURE

The concept of Social studies-------------------------------------------------------14

Conceptual framework of instructional materials used in the teaching of

Social studies----------------------------------------------------------------------------17

Instructional materials used in the teaching of Socialstudies---------------20

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Characteristics of instructional materials-----------------------------------------25

Availability of instructional materials in junior secondary schools----------26

Problems of using instructional materials in the teaching of Social studies

in Junior secondary schools---------------------------------------------------------28

Review of Related Empirical Studies----------------------------------------------31

Summary of Reviewed Literature---------------------------------------------------33

CHAPTER THREE: METHODOLOGY

Research design------------------------------------------------------------------------36

Area of study-----------------------------------------------------------------------------36

Population of the study----------------------------------------------------------------37

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Sample and sampling Techniques-------------------------------------------------37

Instrument for Data Collection-------------------------------------------------------38

Validation of the instrument----------------------------------------------------------38

Method of Data Collection------------------------------------------------------------39

Method of data Analysis--------------------------------------------------------------39

Decision Rule----------------------------------------------------------------------------40

CHAPTER FOUR: RESULTS

CHAPTER FIVE: DISCUSSION OF THE FINDINGS, SUMMARY, CONCLUSION, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS,LIMITATIONS OF THE STUDY AND SUGGESTIONS FOR FURTHER STUDY.

Discussion of the Findings-----------------------------------------------------------47

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Summary of the study-----------------------------------------------------------------49

Conclusion--------------------------------------------------------------------------------51

Educational Implications--------------------------------------------------------------52

Recommendations----------------------------------------------------------------------54

Limitations of the study----------------------------------------------------------------55

Suggestions for further study--------------------------------------------------------55

References-------------------------------------------------------------------------------56

Appendix----------------------------------------------------------------------------------61

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LIST OF TABLES

Table 1: List of the secondary schools used for the study-------------------38

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Table 2: Mean scores of the instructional materials used in teaching

Social studies---------------------------------------------------------------42

Table 3: Mean scores of the most widely utilized instructional materials by

Classroom teachers in the teaching Social studies----------------43

Table 4: Mean scores of the different problems of using instructional

Materials in the teaching of Social studies---------------------------44

Table5: Mean scores of the remedies of the problems ofusing

instructional Materials-----------------------------------------------------------------45

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CHAPTER ONE

INTRODUCTION

Background to the Study

Teaching at any level requires that the students

be exposed to some form of stimulation such as the use

of instructional materials like; Education radio,

charts, chalkboards, maps, film strips and realia

materials. Adekunle (2008) noted that teaching

resources in Social studies means anything that can

assist the teacher in promoting teaching and learning.

When the students are given the chance to learn

through more sense than one, they can learn faster.

The use of instructional materials provides the

teacher with interesting and compelling platforms for

conveying information since they motivate learners to

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learn more. Furthermore, the teacher is assisted in

overcoming physical difficulties that will have

hindered his effective presentation of a given topic.

Larson (2001) quoted Lane who noted that the use of

electronically mediated instruction to duplicate the

traditional face- to-face classroom has resulted in a

shift from teacher –to student- centered classes. In

this situation the responsibility for learning is

shifted to the students. The teacher facilitates the

learning by acting as a coach, resource guide and

companion in learning. The use of an instructional

material does not only encourage teachers and students

to work collaboratively but also results in more

cooperative learning activities among the students.

Ikerionwu (2000) referred to instructional

materials as objects or devices which help the teacher

to make learning meaningful to the learners.

Similarly, Ezegbe (1994) classified them into two as

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visual materials, made up of reading and non-reading

materials and audio-visual materials comprising

electrically operated and non-electrically operated

materials. Social studies is a subject that depends in

the use of a number of resources. Osakwe and Itedjere

(1993) summarized these resources as textual like

books, audio-visual and human resources. They stated

that these resources are either used individually or

collectively in any meaningful social studies teaching

and learning situation.

The purpose of instructional materials is to

promote efficiency of education by improving the

quality of teaching and learning. Incorporating these

tools and materials present support and reinforces

teaching. According to Aduwa-Ogiegbaen and Imogie

(2005) these materials and resources including audio

tape recorders, video tape recorders, slide

projectors, opaque projectors, over head projectors,

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still pictures, programmed instruction, film strips,

maps, charts, graphs, offer a variety of learning

experiences individually or in combination to meet

different teaching and learning experiences.

Other investigators including Jimoh (2009), Yeager

(2000), Nwanyanwu (1999), Bozimo (2002) and Ogbondah

(2008) have similarly emphasized the importance of

instructional materials and resources in the effective

delivery of social studies lessons in secondary

schools.

Bolick, Berson, Coutts and Heinecke (2003)

observed that while some educators are fascinated by

the potential of instructional materials in enhancing

teaching and learning, other teachers lagged behind in

using instructional materials to teach. However,

achieving these estimable goals of conscientious

utilization of instructional materials and resources

in social studies teaching and learning has been very

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challenging in developing countries such as Nigeria.

As noted by Garuba (2003), the Nigerian teacher

operates from a deficient environment where teaching

and learning are seriously impoverished particularly

in the rural set- up. And even in the urban areas only

few schools are connected to the national grid while

virtually all the rural schools do not enjoy basic

facilities like pipe borne water and electricity.

A resourceful instruction needs to give all

students the opportunity to group the content taught

at a time. The production of well –informed citizen

who will be useful to their respective local

communities and nations is the ultimate goal of Social

studies. For instance, Barr, Barth, Shermis (1977)

considered social studies to be the integration of

experience and knowledge concerning human relations

for the purpose of citizenship education. Savage and

Armstrong (2004) also stated that citizenship is a key

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element and a major justification for Social Studies

education, so it is expected that a good citizenship

education programme will produce young people who will

leave school with a disposition to become actively

involved in public affairs and contribute

fundamentally to social progress.

Howe and Marshall (1999) also stated that Social

studies is the only subject area which has citizenship

education as its primary concern. Their main argument

is that social studies is one of the few subject areas

which has an explicit objective and focus on the

development of interpersonal skills needed of a

citizen in a democratic society.

Parker (2000) noted that the Social studies

teacher has a responsibility to include controversial

issues and current events in curriculum. Parker

believes that students need to study issues on which

there are some disagreement so as to practice

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analyzing problems; gathering and organizing facts;

discriminating between facts and opinions; discussing

differing viewpoints and drawing tentative

conclusions. DuBey (2009) said that exposing students

to controversial issues in their studies enables them

to develop the capacity for ethical and moral

reasoning so that they become critically reflective

thinkers. The social studies classroom should

therefore focus on using instructional materials which

will help more students into developing a democratic

character.

Servey (1981) revealed that teachers do not use

instructional materials that cater for different

learning abilities of learners. Servey followed and

observed a single school for a period of a year to

find out if they used productive instructional

materials for teaching Social Studies. The findings

show that instructional materials used by teacher did

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not meet learners’ needs in terms of their level of

skills. No two individuals learn exactly the same way;

the most appropriate means to learning appears to be

highly individualistic and is directly related to the

type of learning desired. Moreover, Jarolimek (1977)

found out that teachers, more especially at the

elementary level continue to struggle with the problem

of providing adequately for the diverse interests,

talents, and abilities known to exist between and

among members of the class groups.

Unfortunately, despite the role of instructional

materials in the teaching of Social studies, the high

rate of poor performance of students in Social studies

examination, in both their internal and external

examinations is quite alarming. For instance, it is on

record that out of five thousand students that took

Social Studies examination, in Dunukofia Local

Government Area of Anambra state, only one thousand

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seven hundred and sixty students were able to make

credits in their 2011 Junior Secondary Certificate

Examination (ANSEB, 2011). Also in 2012, seven

thousand students enrolled for Social Studies

examination, and only two thousand five hundred and

sixty seven students were able to make credit and

above in the Examination (ANSEB, 2012).

The above recorded failure can be attributed to

the lack of instructional materials used in the

teaching of Social studies in the junior secondary

schools in Dunukofia Local Government Area of Anambra

State. Instructional materials are very important in

the teaching of Social studies; this is because with

the use, of instructional materials, the students will

be motivated in the studying of Social Studies. These

instructional materials could be of different forms

which include; audio tape recorders, videotape

recorders, slide projectors, opaque projectors, maps,

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film strips, charts, graphs, programmed instruction

and many more. All these materials aid teaching and

learning.

“In every school, whether at the primary,

secondary or tertiary levels of education there are

instructional materials that make it possible for

schools to attain there desired goals, and when this

instructional materials are not used as expected

during lessons, due to the problems encountered during

the use of instructional materials, the objectives

will not be achieved” (Odo, 2001:187).

These instructional materials are always limited

and scarce, for the teaching of Social studies, and

this necessitates problems for the achievement of the

set objectives of the subject, which cannot be

achieved if the problems continues to linger, without

been solved. Therefore, these problems of using

instructional materials, such as the lack of fund,

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inadequate time for the use of instructional

materials, lack of knowledge on the side of the

teacher on how to operate the available instructional

materials, should be tackled to the core, in order to

inculcate in the students, the expected knowledge,

about Social studies. (Odo, 2001).

The researcher is therefore conducting this

research work as to finding the causes of the problems

of using instructional materials, and the problems of

using instructional materials, so as to enhance the

students’ understanding during lessons.

Good teachers have aims for teaching, they lead

and guide their students and do not do the work for

them. A teacher from Maitlamo who had a pronounced

teaching philosophy said: “Social Studies is not easy

to teach as people think. I use child - centered

methods and lots of instructional materials to help

students understand the content better. This helps

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them retain information learnt and be able to recall

during tests and examinations”. (Zevin, 2007:23).

Statement of the Problem

The major goal of using instructional materials in

the teaching of Social Studies in junior secondary

schools is to educate students to be able to confront

problematic situations in the subject with confidence.

In other words, Social studies is supposed to teach

students to become functional problem - solving

students.

In order to make Social Studies teaching and

learning meaningful and interesting, teachers need to

employ a variety of instructional materials and

teaching methods which Adeyemi (2000) states that they

are indispensable for the study of Social Studies. He

believes that the most appropriate learning takes

place when the learner is in control and dominating

session in the teaching –learning process.

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The variety of instructional materials and methods

used in the teaching of social studies are not fully

utilized and appropriately used, and these makes the

teaching of Social Studies difficult and hard for the

students to understand. When the available

instructional materials are not properly utilized and

well managed, they pose a lot of problem to the

teaching of Social Studies. “The problems of using

instructional materials, such as the lack of fund,

inadequate time for the use of instructional

materials, lack of knowledge on the side of the

teacher on how to operate the available instructional

materials, should be tackled to the core, in order to

inculcate in the students, the expected knowledge,

about Social studies”. (Odo, 2001:188).

In view of the above, it is important to study the

problems of using instructional materials in the

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teaching of Social Studies in junior secondary schools

in Dunukofia Local Government Area of Anambra State.

Purpose of the Study

The main purpose of the study is to find out the


teaching of Social studies in junior secondary schools

in Dunukofia Local Government Area of Anambra state.

Specifically, the study is designed to:-

1. Find out the different instructional materials in

use, in the teaching of Social Studies in Dunukofia

Local Government Area of Anambra State.

2. To ascertain the most widely utilized

instructional materials by classroom teachers in the

teaching of Social studies junior secondary schools?

3. To find out the different problems of using

instructional materials in the teaching of Social

studies in junior secondary schools?

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4. To examine the remedies to the problems of using


Studies in junior secondary schools in Dunukofia

Local Government Area of Anambra State.

Significance of the Study

The result of this research project will reveal to

the teachers, students, and the government about the

problems of using instructional materials. It will as

well be of great significance owing to its quality and

contribution.

The result of this research will also guide Social

studies teachers to effectively and efficiently use

instructional materials and to know the causes of the

problems of using these materials.

When these problems are tackled, it will help to

stimulate the students’ mind and make them spirited,

hence showing positive interest towards teaching and

learning, if the materials are efficiently used.

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Similarly, the result shall contribute as a source

of material to researchers, educational

administrators, and stakeholders and curriculum

planners to update their knowledge of the causes and

problems of using instructional materials.

The result of the study will also enlighten the

teachers about the different problems encountered

during the use of instructional materials in the

process of teaching and learning of social studies.

The result of the study will also serve as a guide

to other researchers who would wish to carry out

research on a related aspect of the topic.

Scope of the Study

There are many junior secondary schools in

Dunukofia Local Government Area of Anambra State.

The scope of the study is limited to seven (7)

secondary schools in Dunukofia Local Government Area

of Anambra state which were randomly selected. The

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scope of the study is on the problems of using


studies in junior secondary schools in Dunukofia Local

Government Area of Anambra State. The schools of study

had to be selected for a proper and a good research

work.

Research Questions

The following research questions were formulated

to guide the study:

1. What are the instructional materials used in

teaching Social Studies in junior secondary schools in

Dunukofia Local Government Area of Anambra State?

2. What are the most widely utilized instructional

materials by classroom teachers in the teaching of

Social studies in junior secondary schools?

3. What are the different problems of using



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4. What are the remedies of the problems of using


Studies in junior secondary schools in Dunukofia Local

Government Area of Anambra State?

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The review of related literature will be discussed

under the following sub-headings;

The Concept of Social Studies

Conceptual Framework of Instructional Materials in

the Teaching of Social Studies

Instructional Materials used In the Teaching of

Social Studies

Characteristics of Instructional Materials

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Availability of Instructional Materials in Junior

Secondary Schools

Problems of using Instructional Materials in the

Teaching of Social Studies

Review of Related Empirical Studies

Summary of Reviewed Literature

The Concept of Social Studies

Osakwe and Itedjere (1993) said that Social

studies spread to other countries of Europe and beyond

especially after the Second World War. The

introduction of social studies in the African school

curriculum was as a result of problems within the

American society. USA as an amalgam of different

culture, and races from all works of life is bound to

have social problem especially its racial

discrimination, religious, political and other social

problems abound. These problems created, needed urgent

action and it was believed that harmony through

education would be reached and social education was

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introduced to inculcate in the society members new

values, attitude and skills necessary to improve

social understanding.

Social studies deal with man and his environment.

The scope or dimension of social studies is the man at

the center, physical and social environment, and the

application of science and technology to solve man’s

problem. Social Studies deals with man’s interaction

and with everything around him. The aim of Social

Studies is to prepare our students to contribute

positively towards the construction of a just society.

(Curriculum Development and Evaluation, 1996).

The Revised National Policy on Education, Federal

Republic of Nigeria (2004) recommended that Social

Studies be treated as a core subject in junior

secondary schools so as to give every child an

opportunity to learn aspects of citizenship

participation and nation building; social

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responsibility; dedication to ones’ work and

developing empathy to others.

Chizoba (2004), defined Social studies as

citizenship education, in citizenship education, we

expect a good citizen to be one who pays taxes,

respects the rights of others, defends his nation.

Social studies primarily is a program of study

that focuses on man, his environments and the

interrelationship between man and his environments. In

other words, Social Studies has three dimensions,

first, the study of man; second, the study of man’s

environments (social, economic, physical, cultural);

and third, the study of how man affects his various

environments, and how these environments affects man.

(Ikwumelu, 2012) .

From the various points of view, from different

authors so far reviewed, it has been noticed that the

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subject social studies is an integration of social

science subjects. That social studies deals with man

and his environment. The scope or dimension of social

studies is man at the center, physical and social

environment and the application of science and

technology to solve man’s problem. Social studies

deals with man’s interaction and with everything

around him.

Conceptual Framework of Instructional Materials in the


Ughamadu (1992) defined instructional materials as

materials or resources employed by the teacher to make

teaching and learning effective and productive. He

said that they are sometimes called instructional

resources. Agbaegbu, Ezendu and Agwagor (1996) defined

instructional materials as things or materials that

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can be seen or touched, places or persons that

established conditions which enable learners to

acquire knowledge, skills and attitude. They make

lessons clearer and more meaningful to the learners.

Olaitan and Ali (2006) stated that instructional

materials are sources from which a learner may turn

and secure help and information for the attainment of

instructional objectives.

Though instructional materials are a vital aspect

of social studies, it cannot be used effectively as

expected during lessons, if the causes and the

problems of using these (instructional materials) are

not solved.

Adekunle (2008) noted that teaching resources in

Social Studies means anything that can assist the

teacher in promoting teaching and learning. When the

students are given the chance to learn through more

senses than one, they can learn faster. In order to

37

make Social Studies teaching more meaningful and

interesting, teachers need to employ a variety of

instructional materials and teaching methods.

According to Good (2002) instructional material is

any device with instructional content or function that

can be used for teaching and learning process. Such

materials may include magazine, charts, and pictures.

Instructional materials are often referred to as

instructional aids or devices (Nacino-brown, Oke and

Brown, 2003). This is because they are used to

supplement or complement the teachers’ tasks.

(Naccino-brown et al) further stated that it is the

careful selection and skillful handling of the

instructional materials by the teacher that renders

them useful in facilitating learning. When the

available materials are not properly selected and

skillfully used by the teacher, it will become useless

to the lesson.

38

Onuoha (2005) defined instructional materials as

those physical objects before the students in the

class, Ofoefuna (1999) stated that instructional

materials are materials that teachers need to

incorporate in the teaching- learning process, to help

the student’s benefit maximally from the learning

experience.

According to Agbaeyewa (2002) while giving a talk

on the importance of teaching aids such as visual aids

in the imparting of knowledge to pupils, he also

pointed out that the visual aids help to disseminate

information in such a way as to modify the learner’s

behavior and interest in the subject. Ofoefuna (1999)

expressed the view that the wisest teacher however

ought to use teaching aids as much as possible

because, his knowledge of the subject matter,

eloquence of speech or even a sympathetic personality

all combined, will be useless without aids.

39

Onyejemezi (2003) expressed views on curriculum

materials as the materials, devices and techniques the

teacher uses to make realistic approach to his job.

Kay (2004) regarded instructional materials as things

which are intended to help the teacher to teach more

effectively, or pupils to learn more readily.

Ikerionwu (2000) referred to instructional

materials as objects or devices which help the teacher

to make learning meaningful to the learners. According

to Erickson (1976) instructional materials provide the

teachers with a kit of tools to carrying out

diagnostic research and remedial work demanded by up

to date instructional purpose.

It is therefore no exaggeration to say that

students who are not exposed to these teaching aids

(instructional materials) in their process of learning

cannot acquire the right type of knowledge that is

permanent and is utilized in problem situation.

40

Through the solutions of the problems of using

instructional materials, lessons can flow very well

and the materials will be utilized.

Instructional Materials Used in the Teaching of Social

Studies

Ikwumelu (2012:90) defined instructional materials

“as any material which the social studies and Civic

education teachers and the students utilize for the

purpose of making teaching and learning more

effective”. The term is often used interchangeably

with ‘teaching aid’ or ‘instructional resources’.

Some of the instructional materials used for the


are discussed below:

Education Radio:

Adeya (2004:20) noted that “education language”

radio is a major audio –aid to learning. It is used

41

mainly for basic instructional experiences for pupils

in primary and secondary schools in collaboration with

the ministry of education, and the broadcasting

corporation in disseminating the education programmes

to the learners. As one of the instructional materials

with the audio form of media, it can be regarded as

one of the most popular mass media because it uses

both electricity and batteries. It is used to relate

lectures prepared by experts to a vast number of

people at the same time. The only problem it has is

that it does not allow the students the opportunity to

ask questions during educational broadcast.

Charts:

Okocha (2005:10) opined that charts are “used as

instructional materials in teaching situation. Some of

the charts that are being employed in the classroom

situation are line charts, wall chart, bar chart,

floor chart, flip charts”. For the presentation of

42

materials to teach the pupils in the classroom

situation, they help to sense the vision and

association.

Charts are defined as materials which

communicate facts and ideas clearly and succinctly

through a combination of drawing, words and pictures.

The instructional values of chart materials lie

generally in their capacity to focus attention and to

convey certain types of information in condensed and

summarized form. These materials teach facts and also

relate ideas. Charts are easily obtained and attract

attention. Charts aid the understanding of concepts.

Chart is the excellent means for condensing different

kinds of information in a striking and easily

remembered form. Chart also helps to clarify function

and relationships that are difficult to explain in

words. But if the representation is not bold enough, a

43

conventional class size may find it difficult to see

it. (Okocha, 2005).

Film Strip:

Ikwumelu (2012) stated that a film strip is a roll

of film usually 16mm or 35m in size containing images

designed to be viewed frame by frame with film strip

projector.

Map:

Map is a scaled-down drawing of the portions of

the earth surface. In maps several colours and symbols

are used to represent boundaries and physical features

such as rivers, mountains, forests and rock

formations. Cultural groups, races, economic or

political bloc can also be represented with colours

44

and symbols. In social studies and civic education,

maps help students to have a closer study any given

location on the earth plane. (Ikwumelu, 2012) .

Chalkboard:

Is one of the most commonly used in teaching

devices and it is so important that teaching at all

levels of education cannot do without the chalkboard.

This is because the chalk board makes classification

and illustration immediate. During class discussion,

words or diagrams are communicated through the use of

the chalkboard. The much advantage of chalkboard rests

on the fact that symbols, words or anything written on

it, can be cleaned off with ease for new writing to be

made on it as may be required by the teacher and the

students. When using this chalkboard, the teacher

should only talk when he gives his back to the

chalkboard, this is because, the teacher should talk

not to the board but to the students. Writings,

45

diagram, words, sketches, made on the board should be

bold and neatly put down for the development of ideas

during lessons. (Onyejemezi, 1998).

Onyejemezi (1998:12) stated that chalkboards are

of various types in teaching.

a. Movable chalkboard: these are made of plywood

which stands on wooden poles and is painted black

to serve as supplementary board.

b. Wall chalkboard: This is a common type of concrete

walls that is painted in black or any other colours

in the classroom.

Realia Materials:

These are real things or artifacts including

objects, models, specimens, museum items or

archeological findings used as instructional materials

in social studies and civic education. (Ikwumelu,

2012).

46

Similarly, Ezegbe (1994) classified instructional

materials into two as visual materials, made up of:

reading and non-reading materials and audio-visual

materials, comprising of electrically operated and

non-electrically operated materials.

Characteristics of Instructional Materials

Thanarajan (2002) pointed out that instructional

materials must be well designed instructionally,

recognize and address potential students learning

behaviours and styles, take note of learners study

circumstances and life experiences and be user

friendly. In addition Mohammed (2000) stressed that

the language of learning materials must be simple,

unambiguous and communicative and the materials should

be structured and sequenced in a way to cater for all

types of learners. Also, Olaitan, and Ali (1999)

stated that for instructional materials to be used

47

meaningfully and effectively, they must meet the

following characteristics.

Variety: The instructional materials must be capable

of providing varied learning experiences. The teachers

should not use a single learning material as it limits

opportunities for student to see different aspects of

a given problem.

Economy: The materials should be economical both in

terms of the cost and time of use.

Durability: Materials should last for quite a long

period of time, for example; the chalkboard and maps

are good instructional materials that can be stored

for a long period of time.

Adaptable: Instructional materials should be adaptable

to the prevailing environment or teaching situation.

Also the materials should be adapted to the level of

development of the individual students.

Accuracy: The information provided must be accurate.

48

Availability of Instructional Materials in the Junior

Secondary Schools

Instructional materials do not do the whole

teaching on its own only, but through human effort. As

the name implies, instructional material mean any

materials that aid the teaching of a subject or topic.

Also without technology education, the

instructional materials cannot be in existence because

educational technology is based on instructional

materials. According to Odo (2001:93) “In every

school, whether at the primary, secondary or tertiary

levels of education, there are men and materials that

make it possible for a school to attain her desired

goals”, These men and materials constitute the

resource base of the school as a whole. The importance

of instructional materials, which is embodied in

educational technology in some subjects taught in

49

secondary schools especially social studies, cannot be

overemphasized as various educational technologies has

put forward. The use of instructional materials in the

school setting can be brought about through the use of

appropriate teaching method.

Anyele (1990) lamented that it is very

disappointing and disheartening that most of our

secondary schools lack the necessary materials for

teaching and learning. In our society today,

instructional materials which help in the teaching of

social studies are lacking.

Ezi (1989) said that, “it is a disgrace that over

many years after the Nigeria civil war, teachers in

this country are still made to work under conditions,

which are not conducive to teaching and learning.

There are no good infrastructural facilities (the

equipment lacking includes: chairs, tables, chalks)

instructional materials like textbooks, library,

50

laboratory equipments, workshop equipments) and where

such facilities exist, they are not made available and

well utilized in schools, yet the teachers like the

biblical Israelite is expected to make bricks without

straws, and when the children we teach do not perform

well in their studies, the teacher will be made the

scape goat”.

Problems of Using Instructional Materials in the


Social Studies seem to be clouded with problems

and challenges which deter its effective teaching and

learning. The problems of using instructional

materials are as follows;

Shortage of Materials

Killen (2006:276) had made the same observation on

the shortage of instructional materials in schools by

indicating that; “the issue of resources may not be

easy to resolve, but the important thing is that

51

teachers should not use lack of resources as an excuse

for not teaching well”. The implication here is that

alternatives are available and teachers should refrain

from being solely dependent on the Local Council for

readymade materials, they should reach out for local

materials and improvise whenever the need arises.

Laziness amongst the teachers:

Okonkwo (2002) averred that teacher’s laziness is

one of the factors that hinder the use of

instructional aids in teaching. This is because

preparation is very much intensive when visual aids

are to be used as a result; many lazy teachers abandon

the use of visual aids soon after they have graduated

from their trainings. A conscientious teacher should

be able to improvise some of the unavailable

instructional materials.

Lack of Fund for the purchase of instructional

materials:

52

Nwachukwu (2002) noted that the problem of

finance seems to be the most nagging problem facing

the improvisation use of instructional materials in

Nigeria. He observed that the cost of establishing the

educational industry has clearly assumed a critical

dimension. This is why the state government finds it

very difficult to fund the schools sufficiently. Agbo

(2001) asserted that some teachers who are interested

in using instructional materials in their instruction

complain of lack of fund. In line with this, Mkpa

(2004) maintained that the major problems in the use

of projected teaching materials are the cost of

procuring the equipment. Most of the equipments are

costly to buy. Evidently, most schools lack the

internal means of generating sufficient fund to

procure some of the necessary but expensive

instructional materials, such as projected films,

projectors, film strips.

53

Lack of appropriate materials

Lack of appropriate materials for the intellectual

level of the students denies them active participation

in their learning. Jotia (2006 : 92) had observed this

and posits that,” lack of students involvement in the

teaching process makes teachers the subject of the

learning process while students are dissolved to the

level of objects that are just receiving deposits and

their critical awareness is compromised”.

Time

The allocated time for lessons seems not to be

sufficient enough for the theory aspect of the

lessons, and when the allocated time is not enough for

the theory, and then the instructional materials

cannot be used during lessons. Therefore, time is

among the problem of using instructional materials in

the teaching of social studies.

54

Lack of Funds for Educational Excursions

Educational excursions as an instructional

material help to bridge the gap between the classroom

and outside world and provide students with real life

situations. School heads and teachers equally

mentioned lack of funds for educational trips as one

of the major problems faced by teachers in the

teaching of Social Studies. This also contributes to

poor performance among the students.

Similarly, Jimoh (2009) investigated the use of


Studies in secondary schools in Kabba Bunu Local

government Area of Kogi State of Nigeria. The study

also noted other problems associated with the use of

instructional materials, including cost of

manufacturing and maintenance of instructional

materials, reluctance of teachers to improvise, lack

of Social Studies resource rooms for storage of

55

instructional materials, limited time allocated to

Social Studies in the school time table and lack of

skills in the part of the teachers in the use of


Review of Related Empirical Studies

Okobia (2011) carried out an investigation on the

problems of the teachers’ use of instructional

materials in the implementation of junior secondary

school social studies curriculum in Edo State. Three

research questions were raised and one hypothesis was

formulated. A sample of fifty social studies teachers

were randomly selected from fifty junior secondary

schools in five local government areas of Edo State.

Data analysis was carried out using t-test hypothesis

and simple percentages for questions. The results

showed that;

1.The instructional materials and resources

available were grossly used.

56

2.The rural areas lacked the amenities and other

social structures for the operation of the

materials and the storage of the materials.

Jotia and Matlale (2011) also carried out a

research on the impact of the problems of using

instructional materials on the student’s performance

in primary school leaving examinations (PSLE) in

Botswana. The study was carried out in Lobatse South

East Inspectoral Area, Lobatse, Botswana, which

comprises of primary school teachers who have been

trained to specialize in the teaching of one subject

and in some instances there are no subject

specialists. This qualitative research used

interviews, participant-observation and a

questionnaire to collect data. The results showed

that;

1.The students that was not exposed to

instructional materials during lessons as a

57

result of not solving the problems of using

instructional materials by the teachers,

performed poorly in their examinations, while

those that was exposed to the materials excelled

in their examinations.

2. Professional teachers combine different

instructional materials in teaching; whereas the

unprofessional teachers use mainly one or no

instructional materials in teaching which affects the

students’ performance, because they are used to one or

no material at all.

Summary of Reviewed Literature

Educational attainment depends a lot on the

quality of teaching. It is observed from the findings

of this study that there are lack of instructional

materials and resources for the implementation of

social studies curriculum in the junior secondary

schools in Nigeria.

58

The concept of Social Studies, covers the

definition of Social Studies, the aims of Social

Studies, and the inclusion of Social Studies as a core

subject in junior secondary schools as recommended by

the Revised National Policy on Education, Federal

Republic of Nigeria (2004).

The conceptual framework of instructional

materials involved the different definitions of

instructional materials, the importance of using


Studies.

The different instructional materials used in the

teaching of Social Studies were discussed, and these

materials include; Education Radio, charts, film

strip, maps, realia materials and chalkboards (types

59

of chalkboard). These materials contribute immensely

to the teaching of Social Studies as a school subject.

The materials also make learning clearer and easier to

the students.

The characteristics of instructional materials,

such as; variety, durability, adaptable, accuracy,

economy, was discussed. The problem of using


Studies was studied, which include; shortage of

materials, laziness amongst the teacher’s, lack of

funds for the purchase of instructional materials,

lack of appropriate materials, time, lack of funds for

educational excursions. From the reviewed

related literatures, discussed under this topic, we

have seen the concept of Social Studies, the problems

of using instructional materials in the teaching of

Social Studies, the availability of instructional

materials, and we have discovered that there are so

60

many problems involved in the use of instructional

materials in the teaching of Social studies, in junior

secondary schools in Dunukofia Local Government Area

of Anambra State, so the problems should be corrected

by the authorities and instructional materials made

available to schools, because instructional materials

plays a greater role in the teaching of Social Studies

and the achievement of the set curriculum.

61

CHAPTER THREE

METHODOLOGY

This chapter describes the methodology used for

the study under the following sub-headings:

Research Design

Area of the Study

Population of the Study

Sample and Sampling Technique

Instrument for Data Collection

Validation of the Instrument

Methods of Data Collection

Method of Data Analysis

Research Design

The research design used for this study is survey

research design. It is a work, which is designed to x-

ray the problems of using instructional materials in

the teaching of Social Studies in Dunukofia Local

Government Area.

Area of Study

62

The research area is in Dunukofia Local Government

Area of Anambra state, with particular reference to

the junior schools in the above Local Government Area.

The respondents and representatives are students and

teachers from junior secondary schools in Dunukofia

Local Government Area.

Population of the Study

The total population of the study consists of one

hundred (100) students of Social Studies and teachers

of Social Studies, in junior secondary school class

ranging from the JSS I, JSS II and JSS III in

Dunukofia Local Government Area.

Sample and Sampling Techniques

Simple random sampling techniques were used by the

researcher to select the school, whose Social Studies

students and junior secondary school teachers were

used as sample for the study. The study was carried

out in seven (7) secondary schools in Dunukofia Local

63

Government Area of Anambra State. The researcher

sampled students and teachers from the seven selected

secondary school’s totaling one hundred (100)

respondents from the selected secondary schools.

The secondary schools are listed below:

S/N Names of school No of students No of teacher Total 1 St. Mary’s Secondary

School, Ifite-Dunu 5 10 15

2 Dunu High School Ukpo

6 4 10

3 Community High School Ukpo

10 5 15

4 Community High School Umunnachi

7 9 16

5 St. Kizito Girl’s Secondary School Umudioka

5 15 20

6 Community Secondary School, Ukwulu

2 8 10

7 Community Secondary School Nawgu

4 10 14

Total 100

64

Instrument for Data Collection

The instrument for data collection is

questionnaires. The questionnaires contained questions

that have numerical values assigned to different

scaling items.

Validation of the Instrument

The instrument for the research was subjected to

content validation by my supervisor; two experts in

measurement and evaluation who carefully scrutinized

the instrument in all a total of twenty (20) items of

questionnaires were used.

Method of Data Collection

The researcher administered the same

questionnaires to both students and teachers. They

were given instruction on how to fill and answer the

questions it contained there in. the students were

65

timed in order to avoid cheating and the

questionnaires were collected as soon as the time

escaped.

Method of Data Analysis

Mean and percentage response were used for data

analysis. The rating scales used were four (4), the

following where typified.

Very high extent = 4 points

High extent = 3 points

Very low extent = 2points

Low extent = 1 point

The output was determined by finding the mean at

each number. It was summed up and used to divide each

number so as to get the nominal value of each of the

number. For example;

4 +3+2 +1 = 10 = 2.5

The cut off point of mean = 2.5

4 4

66

X = Fx∑

Where X = mean

∑ = sum of

F = frequency

X = score

N = total number of score

Decision Rule

The cut off mean was determined to be 2.5, the

mean score of 2.5 and above indicates acceptance,

while below 2.5 indicates rejection.

N

67

CHAPTER FOUR

RESULTS

This chapter is concerned with the presentation of

analysis of data collected. The data presented and

analyzed were based on the one hundred (100) copies of

questionnaires filled and returned. The data presented

and analyzed were also in line the research questions

formulated for this study.

Research Question One

What are the instructional materials used in

teaching Social Studies in junior secondary schools?

To answer the above research question, a four type

rating scale was used. Therefore any mean response of

2.50 and above was considered accepted, while any mean

response below 2.50 was regarded as rejected.

68

Table 1: Instructional materials used in teaching

Social Studies in junior secondary schools in the

above L.G.A

S/N Items N FX X SD Remarks

1 Textbooks 100 307 3.7 1.6

2

Accepte

d 2 Charts 100 288 2.8 1.15 Accepted

3 Chalkboards 100 300 3.0 1.22 Accepted

4 Maps 100 298 2.9 1.18 Accepted

5

6

7

8

9

10

Radios

Computers

Film strips

Realia materials

Overhead projectors

Magazines

100

100

100

100

100

100

332

315

283

299

315

325

3.3

3.1

2.8

2.9

3.1

3.3

1.37

1.26

1.15

1.18

1.26

1.31

Accepted

Accepted

Accepted

Accepted

Accepted

Accepted

Findings

69

From the data presented in table 1 above, the

instructional materials used in teaching social

studies included items 1-10 with mean scores of 3.7,

2.8, 3.0, 2.9, 3.3, 3.1, 2.8, 2.9, 3.1, 3.3 and the

standard deviation (SD) of 1.62, 1.15,1.22,1.18, 1.37,

1.26, 1.15, 1.18, 1.26 and 1.31 respectively. This

shows that the instructional materials used in the

teaching of Social Studies in junior secondary schools

are textbooks, charts, chalkboards, maps and radios,

computers, film strips, realia materials, overhead

projectors, and magazines with positive response

(agreed points) from the respondents.

Research Question Two

What are the most widely utilized instructional


Social studies in the junior secondary schools?

Table two below represents the mean responses of

the most widely utilized instructional materials by

70

classroom teachers in the teaching of Social studies

in secondary schools.

S/N Items N Fx X SD Remarks 11 Chalkboards 100 316 3.2 1.26 Accepted 12 Maps 100 309 3.1 1.26 Accepted 13 Charts 100 293 2.9 1.18 Accepted 14 Film strips 100 300 3.0 1.22 Accepted 15 Realia materials 100 313 3.1 1.26 Accepted

From table 2, the most widely utilized

instructional materials by classroom teachers in the

teaching of Social studies included items 11-15 with

the mean scores of 3.2, 3.1, 2.9, 3.0, 3.1 and

standard deviations (SD) of 1.26, 1.26, 1.18, 1.22,

1.26 respectively, which proves that the most widely

utilized instructional materials by classroom teachers

in the teaching of social studies are; chalkboards,

maps, charts, film strips and realia materials.

Research Question three

What are the different problems of using


71


Government Area of Anambra State?

Table 3 represents the mean response of the

different problems of using instructional materials in

the teaching of Social Studies.

S/N Items N Fx X SD Remarks16 Shortage of materials 100 309 3.1 1.79 Accepted 17 Laziness amongst the teachers 100 331 3.3 1.37 Accepted 18 Lack of fund for the purchase

of instructional materials 100 285 2.8 1.15 Accepted

19 Lack of appropriate materials 100 235 2.3 1.13 Rejected20 Time 100 323 3.2 1.31 Accepted

From table 3, What are the different problems of

using instructional materials in the of teaching

Social Studies, included items 16-20 with the mean

scores of 3.1, 3.3, 2.8, 2.3 and 3.2 and standard

deviations of 1.79, 1.37, 1.15, 1.13 and 1.31

respectively, listing that the problems of using

instructional materials are; shortage of materials,

laziness amongst the teachers, lack of fund for the

purchase of instructional materials, lack of

72

appropriate materials, time. Item 19, with mean score

of 2.3 was rejected.

Research Question four

What are the remedies of the problems of using


Studies in junior secondary schools in Dunukofia local

government area of Anambra state?

Table 4 represents the mean response of the

remedies of the problems of using instructional

materials in the teaching of Social Studies in junior

secondary schools, in the above mentioned L.G.A. of

Anambra State

S/N Items N Fx X SD Remarks 21 Organizing of

seminars on how touse instructional materials

100 315 3.1 1.26 Accepted

22 Provision of fundsby the school authorities and the government

100 325 3.3 1.31 Accepted

23 Regular supervision by theschool heads to ensure the effective use of instructional materials

100 315 3.1 1.26 Accepted

73

24 The improvisation of the local instructional materials for teaching by the teacher

100 283 2.8 1.15 Accepted

25 The provision of the various instructional materials needed for teaching by the authorities

100 299 2.9 1.18 Accepted

From table 4, the remedies of the problems of

using instructional materials in the teaching of

Social Studies in junior secondary in the above

mentioned L.G.A. of Anambra state, included items 21-

25, with the mean scores of 3.1, 3.3, 3.1, 2.8, 2.9

and the standard deviation (SD) of 1.26, 1.31, 1.26,

1.15, and 1.18 respectively, it proves that the

remedies of the problems of using instructional

materials are the organizing of seminars for teachers

on how to use instructional materials, provision of

funds by the school authorities and the government,

74

the improvisation of the local instructional materials

by the teachers and the provision of the various

instructional materials needed for teaching by the

authorities.

75

CHAPTER FIVE

DISCUSSION OF FINDINGS, SUMMARY OF THE STUDY,

CONCLUSION, EDUCATIONAL IMPLICATIONS, RECOMMENDATIONS,

LIMITATIONS, AND SUGGESTIONS FOR FURTHER STUDY.

This chapter is examined under the following sub-

headings:

Discussion of the Findings, Summary of the Study,

Conclusion, Educational Implications, Recommendations,

Limitations, and Suggestion for Further Study.

Discussion of the Findings

The investigation is on the problems of using


Studies in junior secondary schools in Dunukofia Local

Government Area of Anambra state. The sample consists

of one hundred (100) students and teachers who were

selected randomly. Four basic assumptions were

assessed. The questionnaires were tabulated and

analyzed under the research questions.

76

In research question one the data collected from

the respondents, showed that the available

instructional materials used in the teaching of Social

Studies in junior secondary schools are textbooks,

charts, chalkboards, maps and radios, computers, film

strips, realia materials, overhead projectors, and

magazines with positive responses from the

respondents.

In research question two, the data collected

showed that the most widely utilized instructional


social studies are; chalkboards, maps, charts, film

strips and realia materials. With positive responses

from the respondents.

In research question three from the data

collected, it showed that the different problems of


social studies are; shortage of fund, laziness amongst

77

the teachers, lack of fund for the purchase of

instructional materials, lack of appropriate

materials, time. With positive responses for four of

the items and negative response for one of the items

(19), with the mean score of 2.3.

In research question four, from the data

collected, it showed that the remedies of the problems

of using instructional materials are the organization

of seminars for teachers on how use instructional

materials, provision of funds by the school

authorities and the government, the improvisation of

the local instructional materials by the teachers and

the provision of the various instructional materials

needed for teaching by the authorities, all with

positive responses.

Finally, considering the responses of all the

respondents, from the research questions (1-25), it

can be proved that instructional materials are a vital

78

tool for achieving educational objectives and

standards. Therefore, the problems of using


Studies in junior secondary schools should be tackled

for the achievement of the set objective of the

curriculum of social studies.

Summary of the Study

The purpose of the study is to find out the



in Dunukofia Local Government Area of Anambra State.

Four purpose of study was formulated to guide the

study, which includes the following; to find out the

different materials in use in the teaching of Social


Government Area of Anambra State, to ascertain the

most widely utilized instructional materials by

classroom teachers in the teaching of Social studies

79

in junior secondary schools, to find out the different


teaching of Social studies in junior secondary

schools, to examine the remedies to the problems of


Social studies in junior secondary schools in

Dunukofia Local Government Area of Anambra State. The

four (4) research questions that were rooted in the

purpose of the study were formulated to guide the

study.

A survey research design was employed for the

study. The population of the study comprises of one

hundred (100) secondary school students and teachers

from Dunukofia Local Government Area. Data was

collected using questionnaire. The collected data was

analyzed using descriptive statistics, percentage

among others.

The result of this study revealed that:

80

1.There are different instructional materials used

in the teaching of Social studies in junior

secondary schools, such as Education radio,

chalkboards, film strips, charts, computers,

overhead projectors, maps and realia materials.

2.The mostly widely utilized instructional materials

by classroom teachers in the teaching of Social

studies are; chalkboards, maps, charts, film

strips and realia materials.

3.The different problems of using instructional

materials are; time, lack of fund, shortage

materials, laziness amongst the teachers and lack

of appropriate materials.

4.The remedies to the problems of using

instructional materials are; organization of

seminars on how to use instructional materials,

the provision of funds by the school authorities

81

and government, the improvisation of the available

local materials for teaching by the teacher.

When these needed instructional materials are

provided and the problems of using instructional

materials solved, the aims of Social studies

curriculum will be achieved and the performance of

the students will be improved.

Conclusion

From the analysis outlined in this research work,

it has been revealed that in most junior secondary

schools under the study, there is lack of

instructional materials used in the teaching of Social

Studies, like charts, maps, radio, etc. and teaching

will be abstract without the use of instructional

materials. And therefore, the administrators should

make available the necessary materials for learning.

Similarly, it was observed that the causes of the

problems of using instructional materials are very

82

many. Therefore, seminars, and workshops should be

conducted to educate the teachers on the causes of the

problems of using instructional materials during

teaching.

The importance of instructional materials, during

teaching, should not be looked down upon nor

neglected. Therefore the problems encountered during

the use of the materials, should be tackled and taught

to the teachers, for effective use of the materials.

Educational Implications

The study is of great importance, not only to the

classroom teachers, but also to Anambra State

Education Authority as well as the society in general.

Having identified some findings from the analysis

of the data collected, the study has some educational

implications such as:

1. The problems of using instructional materials in

the teaching of Social Studies; The implication is

83

that, since instructional materials are very vital in

the teaching process, the educational administrators

should tackle the problems of using instructional

materials to the best of their knowledge. This will

help in the achievement of the set objectives of the

curriculum of Social Studies.

2. This result will educate the educational

administrators, the teachers and the entire society at

large on the various causes of the problems

encountered during the use of instructional materials

in the process of teaching, and ways to solve the

problems encountered.

3. The result of this study indicates the extent to

which the teachers use instructional materials during

the process of learning. The numerous instructional

materials used in teaching, and role of instructional

materials. The implication is that the teachers should

be supervised to make sure they use the instructional

84

materials during lessons. That the authorities

provides the needed materials for learning and that

the provided materials should be used during learning,

because learning will be abstract, if the

instructional materials are not available and used

during teaching.

Recommendations

Based on the findings made so far, the researcher

wishes to make the following recommendations for the

problems of using instructional materials and

solutions to the problems.

The problems of using of instructional materials

are as follows;

85

Lack of funds for the provision of instructional

materials, laziness amongst the teachers, lack of

appropriate materials, time, shortage of materials.

The solutions to the problems includes;

The provision of instructional materials for the

teaching of Social Studies by the school authorities

and the Government.

The educating of teachers on the use of the

various instructional materials, through seminars and

workshops.

The enlightening of the teachers on the causes of

the problems of using instructional materials, by the

concerned bodies.

Educating the teachers on the various problems

encountered during the use of instructional materials.

The enlightening of the teachers, the society and

the students on the various importances of


86

Teaching of the teachers on how to improvise the

local available instructional materials, by the

authorities.

Employment of specialists and not novices for the

teaching of Social Studies in junior secondary

schools.

Limitations of the Study

I advise the new researchers to use all the

secondary schools in Anambra State in order to

increase the population and for effective and

efficient study

Both the Federal Government and private owned

schools, in the state were not used for the study due

to the nature of the research topic.

Suggestions for Further Study

Based on the findings and limitations of the

study, other researchers should address the following

areas:

87

- The importance of the use of instructional

materials in the teaching of Social Studies in junior

secondary schools in Anambra state.

- The solutions to the problems of using

instructional materials in the process of teaching.

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APPENDIX I

Department of Arts and Social Science Education,Faculty of Education,Ebonyi State University, Ishieke AnnexAbakaliki

Dear Respondent,

I am a final year student of the above institution

currently carrying out a research work on “the


teaching of Social Studies in Junior Secondary

Schools” in Dunukofia Local Government Area of Anambra

State.

Please your response to the questions will be held

as confidential as you want it, and will only be used

94

for the purpose of this work, which is purely for an

academic requirement for the award of B.Sc. (Ed) in

Social Studies Education. Your maximum co-operation is

highly solicited.

Yours Faithfully,

Chizoba Chiamaka. C.

95

APPENDIX 11

Section A

Please fill in the black spaces as it applies to your

identity.

Name…………………………………………………………………………………………

Position (student /teacher)……………………………………………………….

Marital status……………………………………………………………………………

Sex: Male Female

Section B

Please respond to the following statement by

ticking in the appropriate column whether you;

Very high extent (VHE), High extent (HE), low extent

(LE), or Very low extent (VLE).

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Research Question One

All these Instructional materials are available

for use in teaching social studies in junior secondary

schools?

S/N Items VHE HE LE VLE1 Textbooks

2 Charts

3 Chalkboards

4 Maps

5

6

7

8

9

10

Radios

Computers

Film strips

Realia Materials

Overhead projectors

Magazines

Research Question Two

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All these materials are the most widely utilized

in teaching social studies in junior secondary

schools?

S/N Items VHE HE LE VLE11 Chalkboards12 Maps13 Charts14 Film strips15 Realia materials

Research Question three

All these factors are the problems of using

instructional materials in the teaching of social


S/N Items VHE HE LE VLE16 Shortage of materials17 Laziness amongst the teachers18 Lack of fund for the purchase of

instructional materials 19 Lack of appropriate materials20 Time

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Research Question four

All these are the remedies for the problems of


Social Studies?

S/N Items VHE HE LE VLE21 Organization of seminars on how to use

instructional materials 22 Provision of funds by the school

authorities and the government 23 Regular supervision by the school heads

to ensure the effective use of

instructional materials 24 The improvisation of the local

instructional materials for teaching by

the teacher 25 The provision of the various

instructional materials needed for

teaching by the authorities

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