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School Instructional Resources And Teachers Implementation Of Social Studies Curriculum In Public Secondary School

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School Instructional Resources And Teachers Implementation Of Social Studies Curriculum In Public Secondary School

ABSTRACT

The study examined the influence of school instructional materials on teachers implementation of social studies curriculum in Uyo Local Government Area. Three research questions and three null hypotheses guided the study. An expost facto research design was adopted for the study.

The population of the study consist of eighty-four (84) social studies teachers from the fourteen (14) public secondary schools in Uyo Local Government Area. Using purposive sampling technique, a sample of forty-two (42) social studies teachers and ten (10) public secondary schools were selected from the population.

The instrument for data collection was a  self-structured questionnaire tagged “School Instructional Resources and Teachers Implementation of Social Studies Curriculum Questionnaire” (SIRTISSCQ). Mean and Standard Deviation were used in answering the research questions, while the t-test statistical analysis was used in testing the null hypotheses.

The results of the study showed that print, visual and audio materials, to a very great extent, have significant influence on teachers implementation of social studies curriculum in Uyo Local Government Area.

Conclusion was drawn and the study recommended among other things that, visual materials such as charts should be made available by principals for effective implementation of social studies curriculum in public schools.

TABLE OF CONTENTS                                        PAGE

Cover Page                  –           –           –           –           –           –           –           i

Declaration                  –           –           –           –           –           –           –           ii

Certification    –           –           –           –           –           –           –           –           iii

Dedication                  –           –           –           –           –           –           –           iv

Acknowledgement      –           –           –           –           –           –           –           v

Abstract          –           –           –           –           –           –           –           –           vi

Table of Contents       –           –           –           –           –           –           –           ix

List of Tables  –           –           –           –           –           –           –           –           xiii

 CHAPTER ONE:                 INTRODUCTION

1.1       Background to the Study       –           –           –           –           –           1

1.2       Statement of Problems            –           –           –           –           –           3

1.3       Purpose of the Study  –           –           –           –           –           –           4

1.4       Significance of the Study       –           –           –           –           –           5

1.5       Research Questions     –           –           –           –           –           –           6

1.6       Hypotheses     –           –           –           –           –           –           –           6

1.7       Delimitation of the Study       –           –           –           –           –           7

1.8       Limitations of the Study         –           –           –           –           –           7

1.9       Assumptions   –           –           –           –           –           –           –           8

1.10     Definition of Terms    –           –           –           –           –           –           8

 CHAPTER TWO:    REVIEW OF RELATED LITERATURE

 2.1       Theoretical Framework           –           –           –           –           –           10

2.1.1    Theory of Instruction –           –           –           –           –           –           10

2.1.2    The Trait-Factor Theory          –           –           –           –           –           11

2.2       Conceptual Framework           –           –           –           –           –           12

2.2.1    The Concept of Instructional Materials –        –           –           –           12

2.2.2    Print Materials and Teachers Implementation of Social Studies

Curriculum      –           –           –           –           –           –           –           14

2.2.3    Visual Materials and Teachers Implementation of Social

Studies Curriculum     –           –           –           –           –           –           15

2.2.4    Audio Materials and Teachers Implementation of Social

Studies Curriculum     –           –           –           –           –           –           17

2.3       Review of Related Empirical Studies-           –           –           –           20

2.4       Summary of Literature Review          –           –           –           –           25

CHAPTER THREE:            RESEARCH METHOD

3.1       Design of the Study    –           –           –           –           –           –           26

3.2       Area of the Study       –           –           –           –           –           –           26

3.3       Population of the Study          –           –           –           –           –           27

3.4       Sample and Sampling Techniques      –           –           –           –           28

3.5       Instrumentation           –           –           –           –           –           –           28

3.5.1    Validity of the Research Instrument  –           –           –           –           29

3.5.2    Reliability of the Instrument   –           –           –           –           –           29

3.6       Administration of the Instrument       –           –           –           –           29

3.7       Statistical Treatment of the Data        –           –           –           –           30

 CHAPTER FOUR: DATA ANALYSIS, RESULT AND DISCUSSION FINDINGS

4.1       Answers to Research Questions         –           –           –           –           31

4.2       Hypotheses     –           –           –           –           –           –           –           34

4.3       Findings of the Study –           –           –           –           –           –           36

4.4.      Discussion of Findings           –           –           –           –           –           37

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1       Summary of the Study            –           –           –           –           –           39

5.2       Conclusions     –           –           –           –           –           –           –           40

5.3       Educational Implication of the Findings        –           –           –           40

5.4       Recommendations      –           –           –           –           –           –           41

5.5       Suggestion for Further Studies           –           –           –           –           67

References

Appendix

INTRODUCTION

Availability of school instructional materials (resources) in schools is essential for proper implementation of school curriculum. Instructional materials is a motivator of progress and success in an educational setting.

School instructional resources can be defined as those material resources which helps to facilitate teaching and learning in the school system. Instructional materials conveys information, values, processes, experiences and techniques which are used to actively engage learners in the learning process (Akpochafo, 2003).

As observed by Adeyemi (2011), in order to achieve educational goals and objectives, the provision of school resources/facilities is highly pertinent. The teaching and learning of any school subject requires diverse material resources.

Instructional resources can be print materials such as textbooks, dictionaries, atlas, magazines, newspapers, journals, catalogues, brochures and many others Bozimo and Ikwumelu (2008). Printed materials offer vast quantities of information on the world and its functioning that is essential.

It organizes the subject matter, provides guidance on how to study and read more effectively, it also provides a starting point for learning, visual material includes bulletin board, specimens, television video cds, slides, pictures, posters, models, food items, currencies, films, fax internet and other kinds of projectors Ivowi (2004).

Visual materials appeal to the sense of sight, smell, manipulation or even tasted for better understanding. It is also used to arouse the interest and maintain the attention of the  learners; audio materials can be radio broadcast, telephone, microphone, loudspeakers sounds of vehicles, trains, aeroplanes and tape recorders among others.

REFERENCE

Abdo, M. and Semela, T. (2010). Teachers of poor communities: the tale of instructional  media in primary schools of Gedeo Zone, Southern Ethiopia. Australian Journal of Teacher Education, 35(7): 78-92.

Abudu- Raheem, B. O.(2014). Improvisation of instructional materials for teaching and learning in secondary schools as predicator of high academic standard. Nigeria Journal of Social Studies, 17(1): 131-143

Adelabi, A. (2000) Essentials of Education Technology. Yaba: Ray Eull communications.

Adeyemi, T. O. (2011) Teacher shortage and surpluses in senior secondary schools in Ondo State, Nigeria. A critical review. American Journal of Social and Management, 2(3): 304-315.

Akinleye G. A. (2010) Enhancing the quality of life in this complicated but dynamic world. 25th Inaugural lecture of the University of Edo- Ekiti, April 6.

Akinsola, (2011). Resource utilization and internal efficiency in Nigerian secondary schools: implications for socio problems of education. International Journal of Sociology and Anthropology, 4(1):23-30.

Akomolafe C. O. (2005), Principals’ time management abilities in secondary schools in Nigeria. Nigeria Journal of Educational Administration and Planning, 5(1):58-67.

Akpochafo W. P. (2003). Resources management for effective instruction in Nigerian university. Some practical considerations. Journal of World Council for Curriculum and Instructions Nigeria Chapter,  4(1):66-76.

Anochie, O. C. (2007).  Availability and utilization of resources materials in teaching social studies in Idemili North Local Government Area.  Unpublished Undergraduate Project, Ebonyi State University, Abakaliki.

Bozimo, G. and Ikwumelu S. N. (2008). Issues in social studies educational in Nigeria. Owerri Whyte and Whyte publishers.

Curie , T. (2005). Educational Management. New York: Pan Books.

Dahar and Faize (2011). Teachers’ Effectiveness: A periscope of sectional advancement. Series ‘B’ International Vol Two 8, 2011

Ekpo, O. E. (2004). Instructional strategies and the challenges of implementing school curriculum in Nigeria lead paper presented at 17th Annual conference of the curriculum organization of Nigeria (CON) held at the University of Uyo, Uyo Akwa Ibom State, 14th – 17th September.

Eneh I. (2004). The role of instructional materials in teaching. Unpublished Seminar Paper. Department of Vocational Teacher Education, UNN.

Esu, A. E. O, Enukoha, O.T and Umoren G. U. (2004). Curriculum development in Nigeria for colleges and universities. Owerri: Whyte and Whyte Publishers.

Farombi, J. O,(2001) Resources centration. Utilization and management as correlates of students learning outcome. A study in school quality in Oyo state. unpublished Ph.D Thesis, university of Ibadan.

Fuller, B. C. (2007) What school factors Raised Advancement in the third world. Review of Education Research Journal, 17(4): 25- 29.

Gambari, A. I. and Adamu Z. E. (2008) Impact of Video tape instructional package in Achievement and Retention in primary science among pupils in Niger state. Journal of Science, Educational and Technology, (2):159-172.

Igba, D. I. (2009). Indispensability of instructional materials in the implementation of teacher education programs. Journal of Arts and Social Science Education, 1(1): 24-34.

Ivowi, U. M. O. (2004) Curriculum implementation for school administration. In: Noah A. A and Olajuwon T (Eds.) Curriculum Implementation and Professionalizing Teaching Profession in Nigeria, Lagos; central Educational service.

Jaskuske, Brenda  K. (2008) Valerie Geller, creating powerful Radio. Journal of Radio and Audio Media, 15:(1):120-121.

Jotia K. and Matlale O. (2011). Social Studies in Elementary Education. Chicago: Rand McNally

Kadzera, C. M. (2006). Use of instructional technologies in teacher training college in Malawi. Unpublished Ph.D Dissertation, Virginia Polytechnic Institute and State University, USA.

Kelo M. (2007). The use of instructional material in the teaching of social studies in government science secondary school. Journal of Education,  2(7):87-96

CSN Team

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