USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF SOCIAL STUDIES IN SELECTED JUNIOR SECONDARY SCHOOLS IN MANGU LOCAL GOVERNMENT AREA

TABLE OF CONTENTS
CONTENTS PAGE
TITLE PAGE – – – – – — – – – i
DECLARATION PAGE – – – – – – – ii
APPROVAL PAGE – – – – – – – – iii
DEDICATION – – – – – – – – iv
ACKNOWLEDGEMENTS – – – – – – – v
TABLE OF CONTENTS- – – – – – – – vi
ABSTRACT – – – – – – – – – x

CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY – – – – – 1
1.2. STATEMENT OF THE PROBLEM – – – – 4
1.3. PURPOSE OF THE STUDY – – – – – 5
1.4. SIGNIFICANCE OF THE STUDY – – – – 6
1.5. RESEARCH QUESTIONS – – – – – – 6
1.6. SCOPE OF THE STUDY – – – – – – 6
1.7. OPERATIONAL DEFINITION OF TERMS – – – 7

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 HISTORICAL DEVELOPMENT OF SOCIAL STUDIES – – 8
2.2 CONCEPT OF INSTRUCTIONAL MATERIALS – – 10
2.3 UTILIZATION OF INSTRUCTIONAL MATERIALS – – 13
2.4 CLASSIFICATION OF INSTRUCTIONAL MATERIALS – – 15
2.4.1 Print Materials – – – – – – – – 15
2.4.2 Non-Print Materials (Chalkboard and Chart) – – – 17
2.4.3 Charts – – – – – – – – – 18
2.4.3 Electrically Operated Instructional Materials – – – 19
2.5 IMPACT OF EFFECTIVE UTILIZATION OF INSTRUCTIONAL
MATERIALS – – – – – – – – 20
2.6 CHALLENGES OF USING INSTRUCTIONAL MATERIALS IN
TEACHING SOCIAL STUDIES – – – – – 22
2.7 SOLUTION TO THE CHALLENGES OF USING INSTRUCTIONAL
MATERIALS IN SOCIAL STUDIES – – – – 24
2.8 GUIDELINE FOR SELECTION OF INSTRUCTIONAL MATERIALS 25
2.9 SCOPE OF SOCIAL STUDIES – – – – – 27
2.10 IMPACT OF INSTRUCTIONAL MATERIALS ON STUDENTS’
PERFORMANCE IN SOCIAL STUDIES – – – – – 33

CHAPTER THREE
METHOD AND PROCEDURE
3.0 INTRODUCTION – – – – – – – 36
3.1 RESEARCH DESIGN – – – – – – 36
3.2 POPULATION AND SAMPLE – – – – – 36
3.2.1 Population of the Study – – – – – – 36
3.2.2 Sample of the Study – – – – – – – 37
3.3 SAMPLING TECHNIQUE – – – – – – 37
3.4 INSTRUMENT FOR DATA COLLECTION – – – 38
3.4.1 Description of the Instrument – – – – – – 38
3.5.1 Validity and Reliability of the Instrument – – – – 39
3.6 PROCEDURE FOR DATA COLLECTION – – – – 39
3.7 METHOD OF DATA ANALYSIS – – – – – 40

CHAPTER FOUR
RESULTS AND DISCUSSION
4.0 INTRODUCTION – – – – – – – 41
4.1 RESULTS – – – – – – – – – 41
4.2 DISCUSSION OF FINDINGS – – – – – – 57

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1. SUMMARY OF FINDINGS – – – – – 59
5.2. CONCLUSION – – – – – – – 59
5.3. RECOMMENDATIONS – – – – – – 60
REFERENCES – – – – – – – 62
APPENDIXES – – – – – – – 64

ABSTRACT
This research was carried out in order to determine the Effectiveness of Instructional Materials in Teaching and Learning of Social Studies in selected Junior Secondary Schools in Mangu.one of the purpose of the study is to find out whether instructional materials are available in junior secondary schools for teaching Social Studies As part of that the researcher observed that most secondary schools in Mangu are affected by the inadequate supply of instructional materials, insufficient manpower to take care of the available ones, poor utilization of the materials by most teachers due to lack of knowledge of their uses or importance, lack of trained technical personnel to handle these materials The survey research design was adopted. The population of the study consisted of teachers and students. The sample of the study was 120 respondents from 5 selected schools. The simple random sampling technique was adopted. Questionnaire was adopted as instrument for data collection. The method of data analysis was the simple percentage. The following findings were made: Instructional materials are important tools of teaching and learning process, the knowledge of correct use of instructional materials enhances the understanding of the studentsand teachers may likely motivate students better with the use of instructional materials.One of the findings reveals that, teachers should be trained in the use of new technology based, teachers should be encouraged to use instructional materials to enhance the interest and motivation of the students, curriculum planners and policy makers should make it a part of the teacher education program, special funds and grant’s should be reserved for provision of latest technology in information and communication.

CHAPTER ONE
INTRODUCTION
1.8. BACKGROUND OF THE STUDY
Instructional materials are teaching aids or tools used by teachers in teaching learning situations to motivate, guide and enhance teaching and learning. Instructional materials are items (hardware) or software, which can help the teacher to teach effectively and the learner learn effectively. They refer to all items or things that can be seen, or manipulated with the objective of enhancing teaching learning process. Instructional materials are alternative channels which the classroom teacher can use to concretize a concept during his or her lesson (Onah, 2003).
This is why Oboegbulem, (2006) opined that instructional material constitute one important media which teachers at all levels of Nigeria educational system employ to encourage and promote effective teaching. These are facilitators of teaching-learning activities when properly used. They include all forms of instructional materials and equipment that can be used to promote and encourage effective teaching-learning activities. These are textbooks, workbooks, charts, magazines, maps, journals, periodicals, pamphlets, newspaper, and posters. It also include non-printed materials like film strips, mock-ups, slides, pictures, audio and video tapes, radio and televisions, transparencies and globes, various science apparatuses and chemical as well as computers.
The major objectives of Social Studies education include the inculcation of the desired knowledge, attitudes, interests, values, behavior pattern, thinking process and some basic skill such as reading language study and participation. As a problem solving discipline Social Studies is designed to assist man profile solution to his problems whether cultural, political and historical, geographical, sociological and psychological (Igbo &Nweke, 2004). Other important skills are map reading and interpretation. It was pointed out that the teaching of social studies requires the use of various materials and activities that represent the various facts of human behavior activities and relationship with others (Famwang, 1998).This is necessary so as to reflect the inter-disciplinary nature of social studies.
Instructional resources play important roles in teaching social studies. The National Council for Social Studies (NCSS) in U.S.A. stated that social studies education needs not only teachers, textbooks and blackboard but also requires the use of maps references book’s periodicals, auditors and visual materials, fieldtrips and great lecturers (NCSS 1979). The council pointed out that a variety of media should be available for learning through seeing, touching and acting the Social Studies classroom should be a learning laboratory.
Clark (1993) and Ogunsanya (1994) listed tools and materials of instruction in Social Studies. These are film slides, pictures, resource people, diagrams, sketches, cartoons stamps, mass media, newspapers, televisions and radios, maps, globes and textbooks. In mostsecondary schools, in Nigeria, Most of the instructional materials required for teaching social studies are scarce. Even where they are available they are underutilized. Famwang (1989) gave a report of a study conducted by Adwoye (1987) about the status of instructional aides for teaching social studies in Nigeria. The study revealed that teaching materials are grossly lacking in Nigerian schools.
It was reported that 89% (percent) of the respondents claimed that they had no improvise while 51% (percent) indicated that they had no access to resource materials at all. Ismaila (2008) reported that out of 144 subjects involves in a study, 124 (86.1%) indicated that their schools were in short supply of teaching materials. In another study or related study by Pwajok reported by Famwang (1998), it was found that a large percentage of students (61.3%) and (77.5%) of the teachers believe that lack of suitable and relevant textbooks made students developed a non-challenge attitude to Social Studies.
Social Studies education may not be successfully accomplished and its objectives attained without the availabilities and use of adequate teaching materials. The rapid changes in technology and pattern of communication meant for education have exposed teachers to more challenges in the teaching and learning process. Some activities are recommended in the Social Studies curriculum, standards for teaching social studies. This includessimulations, excursion, role playing and dramatizations and simulations students will develop skills in oral presentation. The issue really is on how to prepare students for a world marked by accelerating global inter-dependence.
Due to the above background, the researcher, wished to find out the extent of use of instructional materials for effective teaching learning of Social Studies in junior secondary schools, in Mangu Local Government Area of Plateau State.
1.9. STATEMENT OF THE PROBLEM
Experts observe that learning is faster and more lasting at direct and iconic experience level. The iconic level of learning has to do with teaching students by means of pictorials. To achieve the educational objective where it is not feasible to expose the learner to the real life situation, such a scene is reconstructed and made available to the learners in form of pictures and dioramas. The researcher observed that most secondary schools in Mangu are affected by the inadequate supply of instructional materials, insufficient manpower to take care of the available ones, poor utilization of the materials by most teachers due to lack of knowledge of their uses or importance, lack of trained technical personnel to handle these materials. Added to this is the practice of non-challant attitude of principals and teachers by stocking these materials in the offices and school corridors where they get damaged by termites and bad weather or get rusted under unroofed building or dilapidated ones.
In some cases these materials are even packed at the Parent Teachers Association chairman’s house for safety reasons, thereby denying the students the right to use these materials as and when needed by the students. Sometimes also, most introductory Technology equipments are locked in a store without any trained personnel to operate it or teach the students how to use them for instance some computers and electric gadgets are packed in school store. At times, teachers neglect the use of these instructional materials because they see it as time and energy consuming. It in the light of the above that this study seeks to investigate the effective use of instructional materials in effective teaching – learning of Social Studies in selected Junior Secondary Schools in Mangu Local Government Area of Plateau State.
1.10. PURPOSE OF THE STUDY
The purpose of the study is to investigate the extent of the use of instructional materials for effective teaching learning of Social Studies in junior secondary school in Mangu Local Government Area of Plateau State. Specially and specifically the research intend to find out the following.
i. Whether instructional materials are available in junior secondary schools for teaching Social Studies.
ii. The extent to which teachers use them for teaching Social Studies.
iii. The activities use by Social Studies teachers to facilitate teaching and learning.
iv. What instructional materials are available in the junior secondary schools in Mangu Local Government Area?
v. What activities do Social Studies teachers use to facilitate teaching and learning?

1.11. SIGNIFICANCE OF THE STUDY
This study gives an insight into the extent to which instructional materials are use in teaching social studies. It will help policy maker in the implementation of educational curriculum to know academic performance of students. This study will be of great important to other researchers who may embark on a similar research topic.
Finally, it will help to sensitize the general public on the effectiveness of instructional materials on the academic performance of students in schools.
1.12. RESEARCH QUESTIONS
i. What instructional materials are available in the junior secondary schools?
ii. To what extent do teachers use instructional materials in teaching social studies in schools?
iii. What activities do social teachers use to facilitate teaching and learning?
iv. What types of instructional materials are available in the schools?
v. Do these Instructional materials really improve the teaching and learning of social studies?
1.13. SCOPE OF THE STUDY
This study covers the extent of use of instructional materials for effective teaching learning of Social Studies. It is restricted to some selected Junior Secondary Schools in Mangu Local Government Area. However, despite the fact that it is restricted to the selected local government Area, its findings will be generalized to other parts of the state and country at large.
1.14. OPERATIONAL DEFINITION OF TERMS
Instructional materials: for the purpose of the study instructional materials refers to the wide variety of equipment and materials use for teaching and learning. Some are real objects others are pictures, charts, television, radio, film strip and slide projectors which bring about effectiveness and efficiency in teaching and learning process.
Effective:In the context of this study, it is something that has a positive impact on another.
Social Studies: is the study of man in his physical and social environment.
Learning: Learning can be attempt as a change in behavior which is more or lesspermanent in nature and which result from activity, training or observation.
Teaching: Is the ideas of a particular person or groups. Especially about politics, religion or society, that is taught to other people.
Concrete: This is a situation whereby students clearly understand what they are taught through the use of instructional materials.