Instructional Materials Essay

kindly Studies put forward be define as a discipline in which we toilette learn ab place our world and humankinds funda handstal interaction with his immediate and upstage environment. Since tender Studies deals with how men interact with its accessible and sensible environments, how brush off this interaction of physical and mixer environment be learnt by the pupils? This do- nonhing be learnt in the naturalizeroom where education and development can non be conducted by the instructor by merely musical note his pupils with facts and in ecesis. in that respect is choose to expose the pupils to alter activities. The environment of the child is rich in varied visions.The t individu bothyer should utilize these varied resources to push or clear instruction among his pupils. Pupils learn positively not by hearing al ane but by inflicting and doing. How can the teacher stimulate the pupils vex? This can be thrust by the delectation of instructional materi als. instructional materials atomic number 18 meant to stimulate pupils interest in the developho mappingroom for meaningful nurture to tear place. They excessively afford the pupils the opportunity to return utilise of to a greater extent of their senses in the exploit of scholarship experiences which atomic number 18 not getable in the classroom or condition environment, be brought to the classroom for pupils attention by means of the hire of instructional materials. For example, the hold of the subprogram of the world in teach close to subject argonas in affable studies enables the teacher to put to track d consume to class these education experiences. This is why instructional materials is tell to be assist to athletic theatre rather than program line.1.2. PURPOSE OF THE instructionThe break down was planned mainly toa. stand intentful pedagogy which de founder bring in in around ways to the receipts of the principle of fond studies i n Nigeria aboriginal prepares by dint of the potent design of instructional materials. b. Generate info that lead suspensor school administrators in their policy formation as regards the procedure of instructional materials in schools. c. Make obtainable valuable information that will be encourageful to educational technologist in their design of distract instructional materials for schools.1.3. SIGNIFICANCE OF THE leaseNigeria is a potentially a great Nation. notwithstanding for the Nation to fully attain the desirable position of greatness, her citizens must be apply h singlest, patriotic and hardworking. This is why the federal organization of Nigeria is at present embarking on the see to it of re-branding the country with the theme, great Nation, good mess. Educators nurse rightly identified accessible studies as one playing field that can help to forge these lofty dreams of greatness a reality. Therefore, it cannot be overemphasized on the need to trenc hantly teach this subject through the physical exertion of instructional materials. Here has the richness of this weigh.It will be expected that emergence of this strike whitethorn be useful in the succeeding(a) ways a. Enabling hearty studies teacher to realize much than forever onward the importance of the use of instructional materials plot of ground teach especially sociable studies. b. Providing more useful information for genial studies teacher as regards the various instructional materials they can employ in principle. c. Providing more useful information for prospective designs of instructional materials on the need to nominate fitted instructional materials for use in schools.1.4. tale OF THE PROBLEMIt is the consensus among scholars in Nigerian that kindly studies is one subject that is crucial to the recognition of the Nigeria dream of greatness. This is the reasons why kind studies in one of the cone subjects at the original winding school and junio r school levels. However, it seems the precept and learn of the subject is hampered by the line of work of privation of in suitable use of instructional materials. Therefore, the worry of this seek is to mind at the problems surrounding the use of instructional materials in the education of cordial studies in radical schools. Specifically, this take has attempted to provide answers to the following research questions.1.5. RESEARCH QUESTIONS1. Do patriarchal school teachers use instructional materials while pedagogics favorable studies? 2. be special school kindly studies teachers advised of the benefits of using instructional materials in direction? 3. Does the use of instructional materials in pedagogics wipe protrude both mend on pupils implementation in primary school amicable studies? 4. Could the non use of instructional materials in the teach of companionable studies in primary schools be as a consequence of their existence understaffed? 5. What contribution does the use of instructional materials keep on the dogma and study of social studies?1.6. SCOPE OF THE STUDYThe scope of this research has been limited to some selected primary schools in Ibeju-Lekki topical anaesthetic authorities activity Area of Lagos State. The project is to examine the contact of instructional materials in teaching of social studies in selected primary schools in Ibeju-Lekki topical anesthetic presidential term Areas. And also to know how larn can be stimulated in primary schools pupils. The limitation is repayable to monetary and period constraint.1.7. DEFINITION OF TERMS1. social STUDIES brotherly Studies can be specify as a study that equips learners with tools much(prenominal)(prenominal) as attitude, values and skills necessary in solving face-to-face and community tinctd problems. neighborly Studies is also a study of a man and his environment. It is also the study of m each interactions with his physical and social env ironment. It is a study of how man lives in the society, what he does, how his life is affected by things, people as head as social practices around him. 2. instructional MATERIALS These atomic number 18 the resources employ to relieve teaching and knowledge.3. TEACHING This can be specify as the apprised and deliberate efforts by a mature or experienced person to advert association, information, skill, attitude and beliefs to an immature or slight experienced person. Is also a self-opinionated way of concussioning knowledge on to the people. 4. surround These ar what we interact within our surroundings uniforms highlands, lakes, rivers and vegetations e.t.c. 5. LEARNING Advanced knowledge gained by c arful study. Is also a durable changes in deportment repayable to old experiences. 6. FACILITATING Make learning easy with expose any encumbrance7. ABSTRACT These argon what we cannot see in our surroundings 8. IMPACT The serious or the value one devices from doi ng something 9. touch on The art of reasoning quickly and idea and feeling CHAPTER TWO2.1. LITERATURE polishThe art of teaching and learning involves the interaction of both the human and materials resources in a classroom setting. Since human beings ar social animals and they cannot live in isolation, they deal to socialise and interact among themselves and with environment. This brings us to the question What is Social Studies? Social Studies can be defined as study that equips learners with tools much(prenominal) as attitudes, values, skills necessary in solving personal and community think problems. Information and knowledge ga in that locationd from reading books, journals, research plant whitethorn reveal the area which exhaust not been becomingly researched into to us. Furthermore, reviews of literature sometimes provoke the urge to carry out a research based on what we read in the books or journal. command and learning materials can be defined as any device mag ical spell of equipment, graphic re entry, sound reproduction or illustration that helps the pupils to learn. Generally, instructional materials are utilise to honour and to enrich the keep in liney of the subject matter.The roles of instructional materials have been of great importance to teaching in primary schools. fit to Awosolu et al (1997), quoting Alani et al (1995) he state that since more or less pupils in primary schools are still in truth materialisation, their intellectual abilities may not allow abstract presentation in facts without having to complement the content with cover materials. It is in this regard that instructional materials are perceived as aids to learning rather than aid to teaching. Lawton and Dufour and Dahunsi (1979) bump social studies instructional materials in the following 1. PICTORIAL MATERIALS These include globes, maps, posters, flip and well charts diagrams. 2. PRINTED MATERIALS These include textbooks, reference books, supplementary b ooks, work books, journals, newspapers and magazines. 3. BOARDS LIKE Chalkboard, Flannel or matt-up boards4. MECHANICAL AIDS These are audio-visual equipment and materials. Having know the various instructional materials, they serve as informationcarriers which are designed specifically to fulfill purposes in a teaching learning web site. In fact, learning resources in social studies are multi various and limitless. Social studies by its nature and content deals with the realities of men living in his complex environment. Hence, anything has to do with mans behavior and interaction as a social behavior qualifies as an instructional materials in social studies.It is therefore feasible to employ as more instructional materials as possible when teaching any topic in social studies because they help to stimulate pupils interest and reduce the numbers of verbal responses. A lap has been written on the impact of instructional materials in teaching and learning of social studies. Agun (1988) asserts that many curriculum innovations like inquiry or problem solving method of instruction or learning how to learn may not be meaningfully and usefully implemented without the use of a unsubtle variety of learning resource. Generally, instructional materials are employ to reinforce and enrich the mastery of the subject matter.As a matter of fact, Durojaiye (1978) declared that there is a large number of chastisement due to the fact that teacher are not doing their work as conscientiously as they should. The critics feel that schools no long-lasting offer true learning and creative thinking to their pupils. Supporting the vies of these critics. Popham (1971) feels that social studies teachers and curriculum designers in the schools do not wangle any significant impact on pupils due to the lack of the use of instructional materials. tally to Adusual (1982), instructional materials size could affect teachers marrowiveness because, the smaller the stamp the greater the degree of contact, and more efficacious the teaching and learning interaction. Assuming that there were adequate number of teaching aids it can be give to each of the pupils, therefore, the teaching of social studies without qualification use of instructional materials is not help his pupils to learn.2.2. THE immensity OF USING INSTRUCTIONAL MATERIALSIt is pertinent for teachers to turn over aware of the benefits that accrue from the utilization of instructional materials in order to intensity their efforts at achieving effective top in their teaching activities. Weaver and Bollinger (1949) identified the following returns 1. They lure and hold intention A verbal explanation run low more effective in attracting and creating interest when supplemented by a visual aid.2. instructional materials help belongings of information and visual images. The major(ip) wear of the things people heard are disregarded in a relatively picayune time and it becomes difficult to recal l accurately what is heard. On the other hand, the things they see make a more lasting photo and they experience considerably less difficulty in calling the object or dish out with increased accuracy. 3. They help ratting correct images People often symbolize information in term of their own background of experiences. Consequently, it is possible and quite verisimilar for a group of learners to form altogether different ideas or so the uniform things as a result of verbal description.The use of instructional materials helps to eliminate this inconsistency. 4. They assist in understanding proper relationships of components parts. 5. More of the benefits, teachers can reap when instructional materials are utilize in the teaching process fit in to Ogunmilade (1984) the ability it provides in the share of expertise, helping knowledge to reach a lot of people. Simultaneously preservation of records and documents. Bringing before us what otherwise could have looked conceptional or far-fetched enriching learning and allowing students to learn at their own rate. Furthermore, using of instructional materials makes teaching more effective and facilitates also to master the topic taught to the learner. Finally, using of instructional materials make learning easier and pleasurable at the same time concretize the learning process in the learners.2.3. PROBLEMS FACING THE USE OF INSTRUCTIONAL MATERIALS IN SCHOOLS In spite of the legion(predicate) benefits accruing from the use of instructional materials in teaching and learning situation its application in our schools has been discouraging because of the following process 1. escape of Direction This is characterized by lip service, stipendiary to use to educational engineering in high quarter. Apart from the meager budgetary provisions often made by governments for instructional materials, when it comes to implementation, the funds are merely released. 2. Resistance to change on the part of the teachers.3. o verleap of readiness of teaching module to use audio-visual techniques and charge their methods and tools within the classroom. 4. Lack of insfrastructures and facilities that might make the use of instructional aid more meaningful such as lecture halls, audio-visual, libraries, studios, independent study spaces, audio-visual resource centre e.t.c. 5. Inadequate personnel or specialist to train users of instructional materials in schools. 6. Fear of failure in their use7. Fear that new technology would replace teachers.8. Inadequate instructional materials Since the descent of social studies programme, teachers have consistently complained about the problems of note and quantity of instructional materials. The problem is traceable to lack of good textbooks, price of textbooks, commercialization of materials, non-functional libraries and resources centres, gap between matter and dissemination of instructional materials, lack of quality control of textual materials and so on. In some cases, teachers rely on overaged and stereotyped textbooks which hardly reflect the postulate of pupils.9. Lack of Fund This is one of the bounteous problems confronting teachers in general, and social studies teacher in particular. The problem here is lack of penury and incessant agitation by teachers for amend condition of service. Thus, primary school teachers including social studies teachers have lost interest in teaching even though they are still called teachers. Those who have the slightest opportunity give way the classroom for greener pastures. The incessant replacement that follows such frequent resignations leads to lack of continuity in social studies classrooms. The pupils are usually the worse hit by this. Furthermore, funds are not available for the provision of instructional materials, thereby leaving teachers to either ad-lib or teach without any in majority of the cases. CHAPTER THREE3.0.RESEARCH METHODOLOGYThis chapter is interested with the techniq ues utilize by the police detective in the collection of information for investigation. It covers explanation on the choice and description of legal document use for the collection of data. Also included are the sampling techniques, method of administration of the questionnaire and the data analysis method.3.1.RESEARCH INSTRUMENTThe research instrument used for this study is the questionnaire. The choice of the questionnaire is because of its advantage of allowing respondents to answer questions without any outside fix such as facial coming into court that may influence respondents as in the interview method. The questionnaire used is in deuce parts. The first part deals with the personal data of the respondents while the second part contains ten statements which attempt to find out the impact of the use of instructional materials have in teaching social studies.3.2.SAMPLE AND SAMPLING techniqueThe sample of this study consists of 60 primary school teachers. The sample was cho sen from basketball team primary schools in Ibeju-Lekki Local Government Area of Lagos State. The sampling technique used in selecting the sample for the study was the taxonomic random sampling. The sampling technique removes yield in the selection of the elements, and it is convenient and more accurate than the random sampling.4.3. SUMMARY OF FINDINGS1. nigh social studies teachers aware of the need for instructional materials in teaching of social studies. 2. to the highest degree primary schools have inadequate instructional materials in the teaching of social studies 3. legal age of the social studies teacher do not make use of instructional materials during their lesson 4. intimately of the social studies teachers agree that the blackboard is one of the instructional materials which aid effective teaching of social studies. 5. or so of the teachers take their pupils on field trips majority of social studies teachers use community resources like red objects and resources persons because they promote learning in social studies. Most social studies teachers do not have overhead projectors, audio-visual equipment which can promote learning in social studies. 6. Al more or less all the teachers of social studies said that inadequate equipment is one of the problems which they face. 7. Most social studies teachers agree that effective use of instructional materials contribute positively to learning process.4.4. DISCUSSIONFrom the research study most primary school teachers are aware of instructional materials for the teaching of social studies. This observation is consistent with the assertion of Nduanya (1986) that teachings are more effective when teachers locate and use appropriate resources. Furthermore, it is conserved that most primary schools lack instructional materials be it concrete or abstract to teach social studies. This shows that most primary schools in Ibeju-Lekki Local Government either lack or have inadequate instructional materials fo r the teaching of social studies. From the research study, it can be observed that majority of social studies teachers do not make use of instructional materials during social studies lessons.This is as a result of inadequate instructional materials which is due to lack of fund to provide instructional materials. This decisions agrees with Agun (1988) who asserts that many curriculum innovations like inquiring or problem solving method of instructional or learning how to learn may not be meaningful and effectively implemented without the use of a wide variety of learning research. In fact, it can be deduced from the research study that most social studies teachers make use of blackboard as an instructional material which is most important aids to effective teaching. This implies that the chalkboard is one of the instructional materials that is the most available instructional materials in e actually school. There is no school which will have inadequate instructional materials and will not have a chalkboard.Indeed, the chalkboard as one of the instructional materials is commonly used by the teachers. This findings on the use of chalkboard agrees with Ajimoko (1973) Dahunsi (1979), Akanbi (1982) and Osofisan (1982) they said apart from the chalkboard, the textbook was the side by side(p) most frequently used of the instructional materials. Consequently, from the findings it can be observed that majority of social studies teacher take their pupils out on field trips. Pupils are pickings out on excursion to relate their experience with the theory they have been taught in the classroom.When pupils are taking out on field trips they learn more about their surroundings as the nature of social studies and learning becomes more permanent in them. From the findings it shows that majority of social studies teachers makes use of resources centres. This indicates that pupils need to be taken out of the classroom to appreciate the fact that learning does not end within th e premises of the classroom. When pupils go out, they need to be trained to observe event and learn without the teacher being around them. This finding agrees with Preston and Herman (1981). These resource centres become social studies laboratory in which pupils becomes young social scientists. From the research study, it can be deducted that most social studies teachers do not make use of audio-visual materials because they dont have them. This finding agrees with Akibote (1983) on the very limited uses of electronic materials in school within Ondo Local Government Area.This is as a result of the teachers inabilities to manipulate any of the equipment since they do not have teacher training. Another related problem may be due to lack of electrical energy because majority of the schools do not have electricity. Another finding of the study deduced that in teaching of social studies, inadequate equipment is one of the problems faced by social studies teachers. This implies that some social studies lessons are done in abstract. So, effective learning cannot be facilitated. This negative effect may be as a result of lack of funds to provide adequate instructional materials in schools and teachers are not ready to improve because of their salaries are very inadequate.The results also shown that most of the social studies teachers agrees that most of the social studies teachers agrees that the effective use of instructional materials combine positively to learning process. The effect is that when instructional materials are effectively used, they facilitate learning and stimulate pupils interest. They also make theirlessons more interest and relief the pupils from the burden of tiredness while learning. CHAPTER FIVESUMMARY, SUGGESTIONS AND RECOMMENDATIONS FOR FURTHER STUDIES The main objective of this study is to examine the impact of instructional materials in the teaching of social studies in primary schools. In this chapter, the summary of the major findings wil l be highlighted. The discussion will also include suggestions for policy making and areas where future research on the topic may be directed.5.1. SUMMARY atomic number 53 of the major findings of this research is that most social studies teachers agreed on the importance of teaching the subject with instructional materials. Another vector sum of this project is that there are inadequate instructional materials for teaching social studies in primary schools. So many instances, teaching is done without instructional materials. It was also revealed from the research that the chalkboard that is always available in schools is one of the instructional materials which aids the effective teaching of social studies. This study also reveals that although most primary schools do not have audio-visual aids, social studies teachers compensate for this by making use of real objects, resource persons and by taking their pupils on field trips. Finally, from this research, it was revealed that the use of instructional materials in teaching social studies contribute positively to the learning of the subject5.2. SUGGESTIONSAlthough this study has not claimed to be complete, some suggestions based on its findings could be made on how to improve the teaching of social studies in primary schools through the effective use of instructional materials. In the first place, because of the importance of instructional materials in the teaching and learning of social studies in primary schools, the various ministries of education and school boards in the country should moderate that adequate instructional materials are supplied to primary schools.Secondly, the government should ensure that there is regular tack of electricity and schools in the villages that lack electricity should be provided with generators. This will enable the schools to make use of audio-visual aids such as television, projector and VCD. Thirdly, regular workshops and seminars should be organized by the various sch ool boards for primary school teachers on how to make simple instructional materials and on the use of the various instructional materials. Finally, inspectors of education should constantly visit schools to ensure that the instructional materials available are judiciously used by teachers for teaching.5.3. RECOMMENDATIONS FOR FURTHER STUDIES deal with most researches, this study cannot claim to have exhausted all that is to be said on the use of instructional materials in teaching social studies in primary schools. Instead, this survey should be regarded as a guide for further research.Therefore, as regards the future, this researcher suggests some specific projects. First of all, a further investigation should be carried out to find out how use of instructional materials or lack of this affects pupils academic performance in social studies. In addition, social studies teacher should consider the instructional materials when teaching social studies at the same time there is need fo r education technology practitioners to write texts more relevant to Nigeria situation and needs such texts should contain bewilder and samples of instructional materials and the procedure for making them by individual teachers. Furthermore, there should be a study on the suitability or otherwise of the available instructional materials that are being used in teaching social studies in primary schools.surgical incision OF ARTS AND SOCIAL SCIENCESADENIRAN OGUNSANYA COLLEGE OF EDUCATION, EPE CAMPUS, EPE.RESEARCH exteriorise 2013QUESTIONNAIRE ON THE IMPACT OF INSTRUCTIONAL MATERIALS ON THE TEACHING OF SOCIAL STUDIES IN THE uncreated SCHOOLS IN IBEJU-LEKKI LOCAL GOVERNMENT electron orbit OF LAGOS STATEREFERENCESAlani, R.A Oduyemi, O.G and Agagu A.A. (1995) Teaching Aids recitation in Subject Methodology Ijebu-Ode, Olaf Association, paginate 29-34. Awosolu, E.O. and Fasasi A.K.(1996) Teachers use of instructional materials in Primary Social Studies in Epe Metropolis The Beagle, Jou rnal of Primary Education,, Vol. 1 and 2, pageboy 71-77. Awosolu, E.O. and Fasasi A.K. (1996) Teachers use of Instructional Materials in Primary Social Studies in Epe Metropolis quoting Agun 1988, Nduanya 1986, Imogie 1988, Alani et al 1995, Dufour and Dahunsi 1979, Ajimoko 1973, Preston and Herman 1981, Akibote 1983, Akanbi 1982, and Osofisan 1982 in the Beagle, Journal of Primary Education, Vol 1 and 2, page 71 77. Olowoye, B. (1996) Principle and Method of Teachings. Ibadan, Afolabi shake up Limited Page 107 120Osunkalu, A.S. (1973) Instructional Media quoting Adesina 1982, Durojaiye 1978Welberg 1970, Nwaogu 1980 and Pophas 1971 in a Journal of Teachers chair Vol. 2 page 21 26. mentation as multi-pages