This study, AN INVESTIGATION INTO THE PROBLEM FACING SOCIAL STUDY TEACHERS ON LACK OF INSTRUCTIONAL MATERIALS IN TEACHING SOCIAL STUDY contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.
This research work was carried out to examine the an investigation into the problem facing social study teachers on lack of instructional materials in teaching social study in Nigeria junior secondary school(case study of some selected junior secondary schools in Odeda Local Government, Ogun state.). The research methodology utilizes descriptive statistics with simple numbers and percentages in the analysis and synthesizing of primary sources of data collected via questionnaire, as well as diverse literature on the area of study. Simple percentage was used for data analysis. However, this study revealed that; that instructional material aid teachers to teach effectively and also help students level of assimilation in social studies. It is therefore, recommended that, there social studies teachers should make learners learn to live a reasonable life by developing rule governed behaviours. In other words teachers should impress it on the learners that rules are made to be obeyed by particularly showing this in classroom interactions. They should be as objective as possible when treating the value contents of Social studies curriculum. Social Studies teachers should employ best practices in teaching the subject by exposing students to standard social science research tools. Social Studies teachers should demonstrate a sound degree of professional competence and a working knowledge of epistemology of the subject.
TABLE OF CONTENTS
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Limitations of the Study
1.8 Definition of Terms
2.1 Concept of Social Studies
2.2 Social Studies Education
.3 Teachers’ Problems of Improvisation of Instructional Material in Social Studies
2.4 Effect of Instructional Materials on Teaching Social Studies in Secondary School
2.5 Factors Militating Against the Achievement of the Purpose of Social Studies Education in Nigeria
2.6 Concept, Nature and Types of School Facilities
2.6.1 School Teaching and Learning Facilities
2.6.2 Need for Facilities in Schools.
2.7 Educational Facilities Provision and Student Achievement
3.1 Area of Study
3.2 Research Design
3.3 Population and Sampling
3.4 Sample and Sampling Procedures
3.5 Research Instrument
3.6 Administration of Instruments
3.7 Method of Data Analysis
DATA ANALYSIS AND PRESENTATION
4.1 ANALYSIS OF THE QUESTIONNAIRE ITEMS
SUMMARY, CONCLUSION AND RECOMMENDATIONS
1.1 Background of the Study
Social Studies was introduced in the Nigerian School Curriculum as part of the instrument for achieving national development (National Policy on Education (NPE) 2001). This was what informed its designation as part of the core curriculum at different levels of education in Nigeria. Social Studies curriculum development agencies such as the Nigerian Educational Research and Development Council (NERDC) and experts further identified and disseminated the curriculum goals or purposes of the subject in the school curriculum. These include citizenship education, reflective inquiry and social science education, (Barth-shermis, 2000; Barth-Norris, 2006; Dubey and Barth, 2000; Olawepo, 2004) among others. These broadly stated goals must be clare to, and recognized as important as well as attainable by teachers and other participants connected with the Curriculum if the intentions or purposes must be realized and the investment of effort is to be considered worthwhile (Feather, 2002; Meece, Blumenfeld, & Hoyle, 2008). These intentions or purposes are prima facie stated with clarity, but their perception or conceptualization by teachers and scholars is still in doubt as Onyabe (2000) observed that the philosophy, content and methodology of social studies has remained vague to both scholars and teachers. The incidence of conflicting conceptions of social studies curriculum is a cause for concern for three major reasons. First, the anchor or strategic position of purposes or intentions in the curriculum development process (Pratt, 2004) as illustrated in Tyler (2009) (Linear) and Wheeler (2000) (cyclic) curriculum models, among others.
Social Studies is a subject that assists learners to become more competent for living in the modern world. It also enables them to develop insight into human relationship, social values and attitudes. For the above aims and goals to be achieved, teachers of Social Studies including the teachers need to bear in mind all necessary ingredients of learning, such as methods, techniques, devices and instructional materials that can be used for effective teaching and learning of the subject.Instructional materials are the essential tools needed to aid teaching and learning effectively and efficiently. Fadeiye (2005) saw instructional materials as visual and audio visual aids, concrete or non-concrete which the teacher uses to promote teaching and learning activities in Social Studies. Kochhar (2012) defined instructional materials as very significant learning and teaching tools. He stressed further that teachers should find necessary materials for instruction to supplement what the textbook provides in order to broaden concepts and arouse students’ interest in the subject. Oluwagbohunmi and Abdu-Raheem (2014) referred to instructional materials as materials used by teachers to aid explanations and make learning of subject matter understandable tothe students during teaching learning process.In their different studies, Iyamu (2000) and Kolawole (2004) attested that provision of high quality learning materials and facilities such as conducive classroom, furniture, teaching aids, such as periodicals, slides,film strips, computer, office accommodation, log books chairs, tables, libraries and good working space are very essential for quality education. Aguba (2005) asserted that the availability or non availability of essential educational resources have direct impact on teacher’s ability to perform and not perform and also an indirect impact on teacher’s motivation and satisfaction.
According to Olumorin, Yusuf, Ajidagba and Jekayinfa (2010) instructional materials help teachers toteach with ease and learners to learn without stress. They noted that instructional materials appeal to the sensesof seeing, touching, smelling, feeling and hearing. Ajayi and Ayodele (2001) opined that the availability ofadequate instructional materials in schools enhanced the effectiveness of instructional delivery and supervision.
Akomolafe (2001) emphasized that a lot of improvement have been accomplished in education due to the use of educational facilities provision. Omirin (2004) and Eniayewu (2005) also agreed that it is very important to materials during teaching and learning to make students acquire more knowledge and to promoteacademic standard.
In addition, Oluwagbohun mi (2008) asserted that students enjoy leaning through the use of instructional materials and the best way to assist them to learn is to introduce them to real life situation. For effective teaching and learning to take place, Abdu-Raheem (2011) suggested that improvisation of local and simple instructional materials by Social Studies teachers has become necessary for the uplift of academic standard. She stressed further that “the improvisation of some of the teaching aids from local materials will go a long way to enhance students’ performance.
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