TABLE OF CONTENTS
COVER PAGE - - - - - - - - - - - Error! Bookmark not defined.
TITLE PAGE - - - - - - - - - - - - Error! Bookmark not defined.
DECLARATION - - - - - - - - - - - - - - - - - - . iii
CERTIFICATION - - - - - - - - - - - - - - - - - - .. iv
DEDICATION - - - - - - - - - - - - - - - - - - - .v
ACKNOWLEDGEMENTS - - - - - - - - - - - - - - - - vi
ABSTRACT - - - - - - - - - - - - - - - - - - - . vii
LIST OF TABLES - - - - - - - - - - - - - - - - - - .x
LIST OF APPENDICES - - - - - - - - - - - - - - - - .. xi
OPERATIONAL DEFINITION OF TERMS - - - - - - - - - - - xii
CHAPTER ONE - - - - - - - - - - - - - - - - - - - .1
INTRODUCTION - - - - - - - - - - - - - - - - - - .1
1.1 Background to the Study - - - - - - - - - - - - - - ..1
1.2 Statement of the Problem - - - - - - - - - - - - - - .3
1.3 Objectives of the Study - - - - - - - - - - - - - - - .3
1.4 Research Questions - - - - - - - - - - - - - - - - 3
1.5 Null Hypotheses - - - - - - - - - - - - - - - - ..4
1.6 Significance of the Study - - - - - - - - - - - - - - .4
1.7 The Scope, Delimitation of the study - - - - - - - - - - - .5
CHAPTER TWO - - - - - - - - - - - - - - - - - - - 6
REVIEW OF RELATED LITERATURE - - - - - - - - - - - - ..6
2.1 Introduction - - - - - - - - - - - - - - - - - - 6
2.2 Learning Theories about Instructional Materials - - - - - - - - ..6
2.3 Meaning, Nature and Scope of Social Studies - - - - - - - - - .11
2.4 Types and Classification of Instructional Materials - - - - - - - ..15
2.4 Principles Necessary in Selection of Instructional Materials - - - - - .28
2.5 Availability of Instructional Materials in Schools - - - - - - - - ..29
2.6 Usefulness of Instructional Materials - - - - - - - - - - - ..32
2.7 Intrinsic and Extrinsic Value of Instructional Materials - - - - - - .35
2.8 Problem of using Instructional Materials in Social Studies Classroom - - - .40
2.9 Instructional Materials and Students Academic-Performance - - - - - ..41
2.10 Instructional Materials and Teachers Performance - - - - - - - 44
2.11 Review of Related Empirical Studies: - - - - - - - - - - - ..47
Summary - - - - - - - - - - - - - - - - - - - - 50
CHAPTER THREE - - - - - - - - - - - - - - - - - - 51
METHODOLOGY - - - - - - - - - - - - - - - - - - .51
3.1 Introduction - - - - - - - - - - - - - - - - - .51
3.2 Research Design - - - - - - - - - - - - - - - - 51
3.3 Population of the Study - - - - - - - - - - - - - - ..51
3.4 Sample and Sampling Procedure - - - - - - - - - - - - 52
3.5 Instrumentation - - - - - - - - - - - - - - - - ..53
3.5.1 Validity and Reliability of Instrument - - - - - - - - - - .53
3.6 Data Collection Procedure - - - - - - - - - - - - - - 54
3.7 Statistical Analysis Procedure - - - - - - - - - - - - - .55
CHAPTER FOUR - - - - - - - - - - - - - - - - - - ..56
PRESENTATION AND ANALYSIS OF DATA - - - - - - - - - - .56
4.1 Introduction - - - - - - - - - - - - - - - - - ..56
4.3 Summary of Major Findings - - - - - - - - - - - - - ..59
4.4 Discussion of Findings - - - - - - - - - - - - - - ..60
CHAPTER FIVE - - - - - - - - - - - - - - - - - - .62
SUMMARY, CONCLUSION AND RECOMMENDATION - - - - - - - 62
5.1 Introduction - - - - - - - - - - - - - - - - - .62
5.2 Summary - - - - - - - - - - - - - - - - - - .62
5.3 Conclusion - - - - - - - - - - - - - - - - - - 63
5.4 Recommendations - - - - - - - - - - - - - - - - 63
5.5 Contribution to Knowledge - - - - - - - - - - - - - ..66
5.6 Suggestion for Further Study - - - - - - - - - - - - - .66
References - - - - - - - - - - - - - - - - - - - - ..67
APPENDIX I - - - - - - - - - - - - - - - - - - - .73
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Instructional resources which are educational input are of vital importance to the
teaching of any subject in the school curriculum. It has been defined as learning resources
associated with objects, persons or other aspects of the environment which can be used to
impact, or help in any learning activity (Iyunade, 2014). Instructional materials are befits
the teacher as it make instruction easier and the learners as it make the learning objectives
clearer (Iyunade, 2014). Instructional materials if effectively used are capable of
captivating students‟ interest; stimulating desires in learning and make them participates in
the lesson (Mba, 2004). In a situation like this, students‟ academic performance could be
positively influence. Instructional materials include both the printed and audio-visual
materials and as well resource places and person. Printed instructional materials include,
but not limited to textbooks, journal articles, instructor manuals and guides, student
workbooks, assignments, and other reference materials. Audio-visual materials consist of
electronic videos, audiotapes, slides, filmstrips, radio and/or television (Onyilagha &
Nnajiofor 2016).
Social Studies is given a core status and made compulsory subject for all students
in Junior secondary school in Nigerian educational system due to its relevance in enabling
citizens acquire skills, knowledge, attitude and values with which they will use to explore
their environment so as to have a comfortable and fulfilled life (Olayinka, 2016). To enable
the acquisition of skills attitude, values and knowledge and development of self confidence and self- actualization of the younger generation as envisage by the Nigerian
Policy of Education (2004) which is in line with the objectives of teaching Social Studies
in Junior Secondary schools in Nigeria, the use of instructional material becomes necessary
and needed tool which cannot be over emphasized. This implies that for effective
achievement of Social Studies objectives, teachers most employ instructional materials in
Social Studies instruction at all times. It on this fact, that researcher such as Olayinka
(2016) and Agreement and Ontiretse (2011) conduct empirical studies.
Academic performance is a major aspect of school system. It has been conceived
as the reflection of students‟ ability in academic work (Okeke, & Attah, 2010) which
shows how well a student performs in test and examination (Olibie, & Ezeoba, 2013).
Academic performance of students is an area that is given wide research over the years.
This is due to the poor performance students observed in public and school examination
(Agreement, & Ontiretse, 2011). Instructional materials therefore, are essential and
significant tools needed for teaching and learning of school subjects to promote teachers‟
efficiency and improve students‟ performance. Studies on influence of instructional
material on academic performance of students in Social Studies available to this researcher
are conducted in Bostwana (Agreement, & Ontiretse, 2011) and Ekiti state ( Olayinka,
2016). There is therefore, the need to carry out similar study in Kaduna state thus this
informed the present research with the hope that it will fill up the gap in literature and
attempts to find out if the use of instructional materials could improve the performances of
students in this subject at the junior senior secondary school.
1.2 Statement of the Problem
The desire to carry out this research was due to the problem of poor examination
performance by the junior secondary schools students, in Kaduna North L.G.A. This poor
examination performance has been recorded for some years by the State Education
Management Board. It was observed that, some concepts in secondary school social
studies curriculum are difficult for students to learn. There is no doubt that children
performance can be substantially improved through the application of simple practice and
the use of instructional materials in teaching and learning situation. Therefore, the problem
of this study hinges on the determination of the extent to which the use of instructional
materials enhances students‟ performance in Social Studies at junior secondary school.
1.3 Objectives of the Study
This study was based on the following objectives which are to:-
i. Determine the difference in the mean of pre-test and post-test performance scores
of JSS III students when taught Social Studies concepts with the use of
instructional materials.
ii. Determine the difference in the mean pre-test and post-test performance scores of
JSS III students when taught Social Studies concepts without the use of
instructional materials.
1.4 Research Questions
i. What is the difference in the mean of pre-test and post-test performance scores of
JSS III students when taught Social Studies concepts with the use of instructional
materials?
ii. What is the difference in the mean pre-test and post-test performance scores of JSS
III students when taught Social Studies concepts without the use of instructional
materials?
1.5 Null Hypotheses
The following null hypotheses were tested in this study.
i. There is no significant difference in the mean pre-test and post-test performance
scores of JSS III students when taught Social Studies concepts with the use of
instructional materials.
ii. There is no significant difference in the mean pre-test and post-test performance
scores of JSS III students when taught Social Studies concepts without the use of
instructional materials.
1.6 Significance of the Study
This study is expected to be relevant to the following:
1. Help to bring awareness of teachers on the need to at all time used instructional
materials in class room instruction.
2. The study will stimulate school administrators to ensure that teachers make use
of instructional materials effectively
3. This study would enable the State Education Board to appreciate the relevance
and provides instructional materials in teaching-learning not only in social
studies but in all subject areas; and
4. This study will be a material in which other research can make reference to.
1.7 The Scope, Delimitation of the study
The study is limited to two schools with 234 sampled students broken into two
groups of experimental group and control group in Kaduna North and Kaduna South local
government areas of Kaduna state.
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