INTRODUCTION

1.1 Background of the study

Economics is one of the examinable subjects in the Nigerian secondary school curriculum.

Its significance is corroborated by its inclusion in the secondary school curriculum by the

Ministry of Education. Economics like any of the business education subjects has vocational

syllabus content. That is, it prepares an individual to be potentially employable in the job

market.

One important dimension in teacher education that is getting a lot of attention is related to the

use of instructional materials. Instructional materials are those materials used by teachers to

simplify their teaching. They include both visual and audio-visual aids and could either be

concrete or non-concrete.

These instructional materials bring life to learning by stimulating students to learn. The use of

instructional materials in the classroom has the capability to aid the teacher explain new

concepts conspicuously, which result in better understanding of the new concepts being taught.

However, they are not ends in themselves but they are means to an end (Kadzera, 2006).

It is held that good teaching resources can never replace the teacher but the teacher uses them

to achieve teaching and learning objective. Some of the instructional aids necessary for

effective teaching and learning of economics include the chalkboard, models, graphs, chats,

maps, pictures, diagrams, cartoons, slides, filmstrips, radio etc.(Kochhar,1991).

According to the syllabus requirements, the major aim of teaching the subject is;

To give the learners basic economic knowledge and skill so as to enable them

understand, appreciate and participate in the economic environment in which they live.

Emphasis should be on developing the ability of the learner to appreciate and solve

economic problems, which confront them in the real world situation (Business

Education syllabuses, 1985, p 20).

From the systems theory, economics can be taken as a system, which has aims, objectives and

goals to be achieved. Endogenous variables including teaching strategies, school facilities,

and teaching learning environment, school administration, and the availability of text-books

and other resources, play an important role in achievement of these goals. These factors affect

the learner in the learning process in one way or another.

Frontline education is a universal concern in virtually all societies. To accomplish this, efficient

and effective teaching need to be employed. However this may not be achieved without the use

of Instructional materials have been identified as very important variables in the teaching and

learning and that effective learning cannot take place without availability of basic relevant

instructional materials. Instructional materials according to Maitarfsir (2003), are the teaching

aids that facilitate quick understand of the subject matter in the classroom. Instructional

materials, including textbooks, educational media (library, media print, nonpoint, and electronic

resources), computer software, videotapes, films, DVDs, and instructional television programs

represent fundamental resources for schools for enhancing instruction, furthering the pursuit of

knowledge, and providing experiences of educational significance for class groups or for

individual students. It is the shared responsibility of the state and district to provide an adequate

number and range of instructional materials and resources in a variety of formats that are

appropriate, timely, and essential to the attainment of specified educational objectives. It is also

the responsibility of state and district to provide instructional materials that are free of bias,

stereotypes, distortions, and prejudices.

The importance of instructional materials cannot be underestimated. Instructional

materials are a range of materials and equipment which make a visual impression on the

students, assist the teacher in his task, helping him increase his effectiveness in the classroom.

Instructional materials communicate information effectively, promote the acquisition and longer

retention of knowledge, when they are systematically designed, reproduced, used and evaluated.

Maitarfsir (2003), states that lack of instructional materials to serve as teaching aids that

facilitate quick understand of the subject matter in the classroom is a great impediment to

conducive learning environment for STM Education. He went further to put it that for effective

STM learning relevant materials such as equipment in the laboratories, charts, diagrams,

chemical, models, specimen, and for technology, technological device like computer, tape

recorder and video cassette recorder must be made available in the classroom so as to assist

students to have a design of what is taught in their mind.

Various studies have shown that a proper use of teaching materials will positively

enhance the teaching and learning process in science (Dale, 2003). Okebukola (2005), and

Johnson (2001) also added that, various reasons have been adduced as major factors among

which is lack of necessary teaching materials/aids in schools as responsible for the observed poor

trend on students performances for the SSCE for the period 2001 – 2005.

These instructional materials bring life to learning by stimulating students to learn. The use of

instructional materials in the classroom has the potential to help the teacher explain new concepts

clearly, resulting in better student understanding of the concepts being taught. However, they are

not ends in themselves but they are means to an end (Kadzera, 2006).

It is held that good teaching resources can never replace the teacher but the teacher uses them to

achieve their teaching and learning objectives. Some of the instructional materials necessary for

effective teaching and learning of Social Studies include the chalkboard, models, graphs, charts,

maps, pictures, diagrams, cartoons, slides, filmstrips, radio, and television (Kochhar, 1991). The

importance of the use of these materials cannot be underscored. This has been emphasized by a

number of scholars. Lockheed (1991) says that instructional materials are critical ingredients in

learning and that the curriculum could not be easily implemented without them.

Kochhar (1991) adds that a teacher who has adequate and relevant teaching facilities is more

confident, effective and productive. Similar sentiments are shared by Steel (1983) who asserts

that relevant instructional materials enable the learners to have a clear understanding (Ajewole

2001 and Ivowi 2001) and Futunbi (2003), put it that laboratory facilities and instructional

performance materials to which students have been exposed have contributing factors to the

student‟s academic achievement. Jimoh (2002), observed that poor laboratory facilities and lack

of relevant textbooks are among factors that are responsible for low performance of students in

physics, chemistry and Biology.

Types of Instructional Materials

Instructional materials can be classified in several ways. For instance, one can distinguish

between auditory, visual and reading materials. However, for the purpose of classification,

learning materials for teaching economics according to Yusuf (2001) can be classified as

follows:-

i.) Printed and reference materials: Textbooks, newspapers, magazines, government

documents, teachers‟ guide, duplicated materials, journals, hand book, bulletins,

pictures, work books, pamphlets, and leaflets.

ii.) Graphic materials: Graphs, charts, diagram, maps, globes.

iii.) Display materials: Chalkboard, bulletin boards, flat pictures, magnet boards and flannel

board.

iv.) Projected materials: Television, video tape, overhead projector, slides and slide projector and

transparencies.

v.) Audio and other visual materials: Radio, model, computer, tape recording etc.

According to Blankenship (2000), Economics teaching aids can be classified into two classes.

They are:

a. Visual aids.

b. Audio-visual aids.

The visual aids are those teaching aids that can be clearly seen with our eyes vividly.

Examples of visual aids are: chalkboard, economics textbooks, charts, model. While audio-visual

aids are those that we can hear and see, by producing sound that the sound are expressed in

thought. They appeal to our senses of hearing and eyes. Audio visual aids include: tape video,

television, projectors and motion pictures.

Traditional Instructional Materials

In those days, the instructional materials are models, maps, charts and diagrams, which are used

to enhance the teaching and learning of Economic but nowadays the instructional materials that

enhance he teaching and learning of economics are film slides, I pads, projector, television and

internet system and so on.

Maps, Atlases and Textbooks

Maps and atlases are important instructional materials for the teaching and learning of

Economics. They are good companions when teaching such topics as population and economic

growth.

According to Anyawu et al (2003), textbooks are the most common instructional materials that

teachers use to disseminate knowledge. Textbooks had variety values, but are too costly for an

average Nigerian student to afford. Some ways by which to ameliorate this problem is for a

group of teachers to write jointly and for the school authority to ensure that copies of relevant

textbooks are put into the school library to enable economics students who cannot afford these

textbooks to get assess to read them.

Use of Journals, Magazines and Handbooks

These are printed materials that can be effectively be used to aid Economics teaching.

Economics teachers can use them to:

a. Obtain information which cannot be readily obtained from textbooks.

b. Help to bring the teacher up to date in his/her field. When the above are achieved by the

economics teacher, he/she will be able to disseminate the instruction or knowledge gained to the

students. This aid effective teaching and learning in Economics (Imogie, 2002).

Modern Instructional Materials

Technological advancement came with film slide, Ipad, laptop, projector, television and internet

systems are the instructional material which helps in teaching and learning process.

Computer (Ipad, Laptop)

Computer has been defined by Imogie (2002), as a calculator, machine, apparatus,

mechanical, electrical or electronic equipment for carrying out especially complex calculations,

dealing with numerical data or stored items of other information. A computer refers to a device

which automatically performs operations, sorts’ files, and edits, thus making it possible to

process information with great speed, accuracy and reliability. It combines the efforts of the

hardware, software and personnel to operate. According to Adesina (1998), computers are

machines that capture data at source, record the data, prepare data, inform acceptable to the

machine, perform processing requirements and communicate the results of the processing when

so required.

The fifth generation computers are seen as having “artificial intelligence” and “thinking

ability” as a result of its complexities and diversities. Computer is very useful because of its

numerous applications in our personal and educational life. It is quite evident that the modern

man is machine dependent (Eyitayo, 1999). This is because everywhere, computer has made out

lives easier and much more comfortable. Projection screens enhance demonstration and allow for

shared screen work; local network servers facilities paper transfer of files; access to internet can

turn each seat into library; and online conferencing can stimulate active, written participation by

every student.

According to Eyitayo (1999), computer also can help students visualize objects that are

difficult or impossible to view e.g. shift in demand and supply. Computer programmes are

interactive and illustrate a concept through attractive animation, sound and demonstration. They

allow students to progress at their own pace and work individually or problem solved in a group.

Computer provide immediate feedback, letting students know whether their answer is correct, if

the answer is wrong the programme shows students how to correctly answer the question,

computers offer a different type of activity and a change of pace from teacher-led or group

instruction.

Internet

Balogun (2004), opined that globally, information and communication technology has

been changing so dramatically in speed and performance that practitioners have rightly referred

to the phenomena as a revolution. One of the most spectacular manifestations of this revolution

is the internet. The internet is the international network of computers. It is the global information

pool as it links hundreds of nations, thousands of companies and over fifty millions of

computers, (Lecture handout). In many parts of the world, the internet is an indispensable tool

for business, education, research, commerce, communication and technological development.

The internet often called the NET, has been variously described as the world’s largest

computer network, conglomeration of thousands of computer networks, the information super-

highway and cyber space (Eyitayo, 1999). Physically, internet is a lot of computers and other

communication devices and carriers. The internet exchanges, digitized data.

Instructional materials play paramount roles in the teaching and learning process. It

makes learning easier to the students whereby make leaning to be stored quickly in the

permanent memory. Also, they form cordiality between the learners and the learning. Teachers

can be more effective and efficient with the use of instructional material. Efficiency in the sense

that teaching is being carried out with lesser cost of strength. Also, effectiveness in the sense that

the purpose of the teaching can be achieved with a minimized time. Instructional materials can

be in different forms such as textual and non-textual, the visual the auditory and audio-visual.

Instructional materials according to Emma and Ajayi (2004) are those things which help teaching

and learning process. It helps to promote understanding of the concept and generalization by

making lesson practical and realistic. Any teacher who has the interest of the student at heart is

bound to think of the ways and means he will employ to make his teaching and learning process

moiré effective and more interesting to the student. According to TSBVI (Texas School for the

Blind and Virtually Impaired) “Instructional material is defined as content that conveys the

essential knowledge and skills of a subject in the public school curriculum through a medium or

a combination of media for conveying information to a student. The term includes a book,

supplementary materials, a combination of a book, workbook, and supplementary materials,

computer software, magnetic media, DVD, CD-ROM, computer courseware, online services, or

an electronic medium, or other means of conveying information to the student or otherwise

contributing to the learning process through electronic means, including open-source

instructional material. Witwoth and Benson (2003), indicate that there is a need for research on

the use and effectiveness of instructional materials in economics classroom that would enhances

its teaching. According to Adeniyi (2000), the use of instructional materials is to communicate

more permanently, health related issues, and information is retained when supplemented with

aid.

Certainly instructional materials when carefully selected and skillfully used will make learning

more effective. Therefore it becomes necessary to investigate the importance of instructional

materials in teaching of economics. The use of instructional material will provide chat facility so

that learners will make use of it, exchange their ideas and views and get clarification of any topic

with different experts, practitioners so as to broaden their information base. Instructional material

will assist teachers to provide variety in the presentation of content which will improve upon

learners’ ability to concentrate, and long retention of information.

1.2    Statement of the Problem

The use of instructional materials in economics instructions has been widely researched but

many questions still remain unanswered. The needs for exploring locally available materials as

an alternative for the grossly unavailable materials in our schools, resourcefulness of the teacher

must be in line with the learners’ curriculum and environment so that classroom teaching does

not have to be retarded by lack of funds.

Hence, government must strive to develop her local technology in all its ramifications, since

economics is interested in providing solutions to man’s problems holistically. Many writers in

economics have pointed out the grossly unavailability of instructional materials coupled with

teachers attitude towards the utilization during classroom teaching-learning situations.

The problems are that; instructional materials are not available in our schools, teachers are not

improvising and reluctant in using them. Thus, in this research attempt would be made to:-

1. Identify instructional materials needed for effective teaching and learning of economics

in secondary school.

2. Identify instructional materials available in secondary school in Nigeria.

3. Identify how the use of instructional materials like chalkboard, funnel board, model real

things, overhead projector, tape recorders, radio, television etc. affect the performance of

students in secondary school in Nigeria.  

1.4    Research Questions

The following research questions were formulated to guide the study.

1. Are instructional materials available in schools?

2. How frequently do economics teachers utilize instructional materials during economics

lesson?

3. What are the benefits teachers derived from teaching with instructional materials?

4. What are the problems associated with the use of instructional materials in economics

instruction?

1.5    Significance of the Study

The study was conceptualized to contribute to the improvement of secondary school curricular

instructions through the use of instructional materials.

Human learning is naturally through an active and mental process (Hong and Khine 2006).

Students must interact with their environment and manipulate objects so as to determine proper

interpretation of phenomena. For teaching and learning to be meaningful, instructional materials

have to be incorporated in the process which is geared towards students’ interests, abilities, and

readiness to become involved in the teaching and learning situations.

1.6    Scope of the Study

The scope of the study covers the utilization and accessibility of instructional materials in

teaching economics in Nigeria.

It is the desire of the researcher to go round some selected secondary school to make some

observation of the use of instructional materials by the teachers and learners to effect the

teaching and learning situation.

1.7    Definition of Terms:

Instructional materials: These include the materials used to facilitate learning for better results

(Olawale2013). It can also be referred to as any device used to assist the instructor in the

preparation of a lesson, teaching of the lesson and facilitate students’ learning of the subject

matter. (Uzuegbu, Mbadiwe and Anulobi, 2013)

Availability of instructional material: This explained the state of instructional materials being

available and accessible.

Frequent use of instructional materials: This defined how frequently and often teachers

incorporate instructional materials in teaching and learning activities.

 

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

Instructional materials have been identified as very important variables in the teaching and

learning and that effective learning cannot take place without availability of basic relevant

instructional materials. Instructional materials according to Maitarfsir (2003), are the teaching

aids that facilitate quick understand of the subject matter in the classroom. Instructional

materials, including textbooks, educational media (library, media print, nonprint, and electronic

resources), computer software, videotapes, films, DVDs, and instructional television programs

represent fundamental resources for schools for enhancing instruction, furthering the pursuit of

knowledge, and providing experiences of educational significance for class groups or for

individual students. It is the shared responsibility of the state and district to provide an adequate

number and range of instructional materials and resources in a variety of formats that are

appropriate, timely, and essential to the attainment of specified educational objectives. It is also

the responsibility of state and district to provide instructional materials that are free of bias,

stereotypes, distortions, and prejudices.

The importance of instructional materials cannot be underestimated. Instructional

materials are a range of materials and equipment which make a visual impression on the

students, assist the teacher in his task, helping him increase his effectiveness in the classroom.

Instructional materials communicate information effectively, promote the acquisition and longer

retention of knowledge, when they are systematically designed, reproduced, used and evaluated.

Maitarfsir (2003), states that lack of instructional materials to serve as teaching aids that

facilitate quick understand of the subject matter in the classroom is a great impediment to

conducive learning environment for STM Education. He went further to put it that for effective

STM learning relevant materials such as equipment in the laboratories, charts, diagrams,

chemical, models, specimen, and for technology, technological device like computer, tape

recorder and video cassette recorder must be made available in the classroom so as to assist

students to have a design of what is taught in their mind.

Various studies have shown that a proper use of teaching materials will positively

enhance the teaching and learning process in science (Dale, 2003). Okebukola (2005), and

Johnson (2001) also added that, various reasons have been adduced as major factors among

which is lack of necessary teaching materials/aids in schools as responsible for the observed poor

trend on students performances for the SSCE for the period 2001 – 2005. (Ajewole 2001 and

Ivowi 2001) and Futunbi (2003), put it that laboratory facilities and instructional performance

materials to which students have been exposed have contributing factors to the student‟s

academic achievement. Jimoh (2002), observed that poor laboratory facilities and lack of

relevant textbooks are among factors that are responsible for low performance of students in

physics, chemistry and Biology.

Ofuani (2014) attested to inadequacy of instructional materials and resources in all the schools

sampled in his study. Instructional materials are essential and significant tools needed for

teaching and learning of school subjects to promote teachers’ efficiency and improve students’

performances. They make learning more interesting, practical, realistic and appealing. They also

enable both the teachers and students to participate actively and effectively in lesson sessions.

They give room for acquisition of skills and knowledge and development of self- confidence and

self- actualization. Ibeneme (2000) defined teaching aids as those materials used for practical and

demonstration in the class situation by students and teachers. Ikerionwu (2000) saw instructional

materials as objects or devices that assist the teacher to present a lesson to the learners in a

logical way. Fadeiye (2005) saw instructional materials as visual and audio-visual aids, concrete

or non-concrete, used by teachers to improve the quality of teaching and learning activities.

Agina-Obu (2005) submitted that instructional materials of all kinds appeal to the sense organs

during teaching and learning. Isola (2010) also described instructional materials as objects or

devices that assist the teachers to present their lessons logically and sequentially to the learners.

Oluwagbohunmi and Abdu-Raheem (2014) acknowledged that instructional materials are such

used by teachers to aid explanations and make learning of subject matter understandable to

students during teaching learning process. Abdu-Raheem (2011) asserted that non availability

and inadequacy of instructional materials are major causes of ineffectiveness of the school

system and poor performance of students in schools. Ahmed (2003) confirmed that in most

secondary schools in Nigeria, teaching and learning take place under a most un-conducive

environment without access to essential materials. Eniayewu (2005) posited that it is very

important to use instructional aid for instructional delivery to make students acquire more

knowledge and to promote academic standard. In addition, Ajayi and Ayodele (2001) stressed

the importance of availability of instructional materials to achieving effectiveness in educational

delivery and supervision in the school system. Ogbondah (2008) alerted on the gross inadequacy

and underutilization of instructional materials necessary to compensate for the inadequacies of

sense organs and to reinforce the capacity of dominant organs. He noted that school teachers

should try their possible best in the provision of locally made materials in substitution for the

standard ones to promote their lessons. Enaigbe (2009) noted that basic materials such as

textbooks, chalkboard and essential equipment like computer, projector, television and video are

not readily available in many schools. Ajidagba and Jekayinfa (2010) observed that instructional

materials help teachers to teach conveniently and the learners to learn easily without any

problem. They asserted that instructional materials have direct contact with all sense organs.

Kochhar (2012) supported that instructional materials are very significant learning and teaching

tools. He suggested the needs for teachers to find necessary materials for instruction to

supplement what textbooks provide in order to broaden concepts and arouse students’ interests in

the subject. According to Abolade (2009), the advantages of instructional materials are that they

are cheaper to produce, useful in teaching large number of students at a time, encourage learners

to pay proper attention and enhance their interest. However, Akinleye (2010) attested that

effective teaching and learning requires a teacher to teach the students with instructional

materials and use practical activities to make learning more vivid, logical, realistic, and

pragmatic. Ekpo (2004) also supported that teaching aids are always useful in supporting the

sense organs. (Abdu-Raheem 2014), despite the fact that instructional materials are essential

tools that can make learning practical and knowledge acquisition easier, they are not readily

available in Nigerian secondary schools leading to low level of performance of learners in

government examinations. According to Abiodun-Oyebanji and Adu(2007), instructional

materials are all things that are used to support, facilitate, influence or encourage acquisition of

knowledge, competency and skills. Abdu-Raheem (2014) encouraged teachers to improvise

teaching aids because they are in great measure enhance learners’ full participation in the lesson,

gives room for inquiry, problem-solving, discussion and clarification of issues and ideas among

students and the teacher. Riveire (2006) noted that improvisation is a valuable teaching tool.

Afolabi and Adeleke (2010) identified non-availability, inadequacy and non-utilization of

learning materials as a result of teacher’s poor knowledge as factors responsible for the use of

lecture method. Oso (2011) also agreed that the best way for teachers to make use of their

manipulative skills is to improvise so as to achieve their lesson objectives at least to a reasonable

extent.

2.2 Types of Instructional Materials

Instructional materials can be classified in several ways. For instance, one can distinguish

between auditory, visual and reading materials. However, for the purpose of classification,

learning materials for teaching economics according to Yusuf (2001) can be classified as

follows:-

i.) Printed and reference materials: Textbooks, newspapers, magazines, government documents,

teachers‟ guide, duplicated materials, journals, hand book, bulletins, pictures, work books,

pamphlets, leaflets.

ii.) Graphic materials: Graphs, charts, diagram, maps, globes.

iii.) Display materials: Chalkboard, bulletin boards, flat pictures, magnet boards and flannel

board.

iv.) Projected materials: Television, video tape, overhead projector, slides and slide projector and

transparencies.

v.) Audio and other visual materials: Radio, model, computer, tape recording etc.

According to Blankenship (2000), Economics teaching aids can be classified into two classes.

They are:

a. Visual aids.

b. Audio-visual aids.

The visual aids are those teaching aids that can be clearly seen with our eyes vividly.

Examples of visual aids are: chalkboard, economics textbooks, charts, model. While audio-visual

aids are those that we can hear and see, by producing sound that the sound are expressed in

thought. They appeal to our sense of hearing and eyes. Audio visual aids include: tape video,

television, projectors and motion pictures.

Traditional Instructional Materials

In those days, the instructional materials are models, maps, charts and diagrams, which are used

to enhance the teaching and learning of Economic but nowadays the instructional materials that

enhance he teaching and learning of economics are film slides, I pads, projector, television and

internet system and so on.

Maps, Atlases and Textbooks

Maps and atlases are important instructional materials for the teaching and learning of

Economics. They are good companions when teaching such topics as population and economic

growth.

According to Anyawu et al (2003), textbooks are the most common instructional materials that

teachers use to disseminate knowledge. Textbooks had variety values, but are too costly for an

average Nigerian student to afford. Some ways by which to ameliorate this problem is for a

group of teachers to write jointly and for the school authority to ensure that copies of relevant

textbooks are put into the school library to enable economics students who cannot afford these

textbooks to get access to read them.

Use of Journals, Magazines and Handbooks

These are printed materials that can be effectively be used to aid Economics teaching.

Economics teachers can use them to:

a. Obtain information which cannot be readily obtained from textbooks.

b. Help to bring the teacher up to date in his/her field. When the above are achieved by the

economics teacher, he/she will be able to disseminate the instruction or knowledge gained to the

students. This aid effective teaching and learning in Economics (Imogie, 2002).

2.2.5 Modern Instructional Materials

Technological advancement came with film slide, Ipad, laptop, projector, television and internet

systems are the instructional material which helps in teaching and learning process.

Computer (Ipad, Laptop)

Computer has been defined by Imogie (2002), as a calculator, machine, apparatus,

mechanical, electrical or electronic equipment for carrying out especially complex calculations,

dealing with numerical data or stored items of other information. A computer refers to a device

which automatically performs operations, sort files, edits, thus making it possible to process

information with great speed, accuracy and reliability. It combines the efforts of the hardware,

software and personnel to operate. According to Adesina (1998), computers are machines that

capture data at source, record the data, prepare data, inform acceptable to the machine, perform

processing requirements and communicate the results of the processing when so required.

The fifth generation computers are seen as having “artificial intelligence” and “thinking

ability” as a result of its complexities and diversities. Computer is very useful because of its

numerous applications in our personal and educational life. It is quite evident that the modern

man is machine dependent (Eyitayo, 1999). This is because everywhere, computer has made out

lives easier and much more comfortable. Projection screens enhance demonstration and allow for

shared screen work; local network server facilities paper transfer of files; access to internet can

turn each seat into library; and online conferencing can stimulate active, written participation by

every student.

According to Eyitayo (1999), computer also can help students visualize objects that are

difficult or impossible to view e.g. shift in demand and supply. Computer programs are

interactive and illustrate a concept through attractive animation, sound and demonstration. They

allow students to progress at their own pace and work individually or problem solved in a group.

Computer provide immediate feedback, letting students know whether their answer is correct, if

the answer is wrong the program shows students how to correctly answer the question,

computers offer a different type of activity and a change of pace from teacher-led or group

instruction.

Internet

Balogun (2004), opined that globally, information and communication technology has

been changing so dramatically in speed and performance that practitioners have rightly referred

to the phenomena as a revolution. One of the most spectacular manifestations of this revolution

is the internet. The internet is the international network of computers. It is the global information

pool as it links hundreds of nations, thousands of companies and over fifty millions of

computers, (Lecture handout). In many parts of the world, the internet is an indispensable tool

for business, education, research, commerce, communication and technological development.

The internet often called the NET, has been variously described as the world’s largest

computer network, conglomeration of thousands of computer networks, the information super-

highway and cyber space (Eyitayo, 1999). Physically, internet is a lot of computers and other

communication devices and carriers. The internet exchanges, digitized data.

2.2 THE CONCEPT OF ECONOMICS

Since economics became as separate field of study, it has been numerously defined by different

scholars. These various definitions can partly be attributed on the fact that economics is a social

science that studies an aspect of human behavior. Webster Dictionary defined economics as

chiefly with the description and analysis of the production, distribution and consumption of

goods and services. Adam Smith (1777) defined economics as the study of wealth that is with

regard to treating the nature and causes of wealth on nation. John Stuart Mill (1806-1873)

defined economics as “the practical science of the production and distribution of wealth” .Alfred

Marshall (1842-1924) defined economics as “the study of mankind in the everyday business of

life” A.C.Pigou (1877-1959) defined economics as “the study of welfare”. To him, economics

should concern itself with how to increase the material wellbeing of man by increasing total

production.

The definitions of these economists focused on the word “material wealth thereby narrowing the

scope of economics”

But later in 1932, Lord Lionel Robbins came up with a concise and encompassing definition

which states that “economics is a science which studies human behavior as a relationship

between ends and scarce means which have alternative uses”. Based on this definition,

economics was not seen as a pure science which needed to be taken into laboratory, like

chemistry and physics; but a social science which studies the behavior of man as he reacts to

scarce resources.

2.3 IMPORTANCE OF ECONOMICS

Economics is a very important tool which provides us solutions to every challenge we come

across in our daily activities.

Economics helps us to develop well balance logical judgment and a sense of evidence.

Haromokeram(1978) commenting on why economics should be studied and he said that;

economics helps us to build up theories and tools of economics analysis which enable us not only

to understand current economics problem but also to see the economic consequence of pursuing

a particular time of policy.

Economics is useful because it helps to train students to think critically and make them effective

members of the community. As (1998.p. 15) Anyanwnocha on the importance of economics said

that, “Economics helps to develop the power of critical thinking and thereby makes students or

individuals unwilling to accept all statements without clarification and thorough scrutiny”.

Economics is useful because it prepares students and individuals to contribute positively to rapid

economic development of the nation. Also enable students and individuals to spend wisely so

that the little resources at their disposal can be used to maximize their satisfaction.

According to Onwukwe and Agwu (2000) economics knowledge teaches the household and

sector that is; individual consumers how best to use their scare resources. Also enables a

consumer to make rational decision with regard to maximizing his total satisfaction.

Economics is useful because it helps the economists to translate their assumptions into graphical

form. It also helps to suggest solution to problems and to improve human welfare. One of the

economists, professor, Pigou in Jihingan (1975:40) asserted that “the study of economics is not

worthwhile for its own sake, but only the feelings the knowledge may help to bring the economic

trends”.

The study of economics is very important because it deals with matter concerning us as

individual like family matters, political decision business affairs, crucial issues challenging the

society and the nation. Lord John Maynard Keyness (a famous economist) once wrote, the ideas

of economics are of great value to governments, the National leaders and policy makers use

economic ideas extensively on matter concerning unemployment and inflation, economics

growth and productivity, taxation and public expenditures, international trade and balance of

payment e.tc.

Although, the study of economics is practical necessity and a moral obligation. This is because

economics consideration govern other daily lives. An economist has obligation to warn and

advice individuals business and government about the consequences of their actions. For

instance, if a worker who earns N7, 000 per month has decided to spend all the money on cloth,

it is the duty of an economist to warn him on that action by telling the person the implications of

his action. The economist always acts in an advisory to people.

Onwukwe and Agwu (2002:15) stated that “Economics knowledge is of practical importance in

business because understanding of the overall operation of the economic system puts the

business executive in a better position to formulate good policies that would ensure profit

maximization for his organization”.

They went further to say that the Executive who understand the causes and consequences of

inflation is better equipped during inflationary period to make more intelligent decisions than

others.

Mill (one of the famous economist) wrote “Economist are charged with responsibility of

gathering and interpreting economic information upon which rational business decisions can be

made.

The researcher said that that economics is very importance because economics puts man in a

better position to understand economic problems and consequently proffer solutions to them.

Moreover, economics like any other discipline is a sources of knowledge and as such is useful

for its own sake that is for the sake of offering knowledge to mankind.

2.4 EFFECTS OF LACK OF INTEREST IN ECONOMIC BY STUDENTS

Al-Adrin (1984) commenting on the bad impression about economics said that “children loose

interest either totally or partially in economic subject due to the bad impression they have about

economics” mark pointed out that some of them have notion that economics is a difficult subject

and as such will not take up a career involving economics in the future. He went further to say

that there were not enough skilled teachers to take up the challenges of mathematical aspects in

economics in our schools and therefore appealed to the entire public to note that economics is a

good subject that will take use into technology.

Still on the lack of interest in economics many students fail to understand that a characteristic of

the basic science like economics is problem solving, mathematics being the most fundamental

basic of economics Abbott (1977) derives its reputation as a difficult subject primarily from its

dominant problem solving nature. As a subject that deals with economical exactitudes all

branches of it deal inevitable with problems whose solutions often envisage to benefit humanity.

Newell and Simon (1972:30) and Kild (1982:42) asserted that “a problem may be view as

situation in which one does not know immediately the series of action or an anticipated goal”

problem solving therefore, would represent whatever action steps a person takes to bridge the

anticipated solution and the problem itself.

According to Balogun (1985), interest in economics is influenced by students’ perception of their

aptitude for economics and their liking for economics. He stressed that under the students’

preference when choosing electives subject in a broad sense, History, Geography, music,

Agriculture are more frequently chosen for the fear that economic is a difficult subject.

According to Bajah (1976) in the developing countries, the major determining factor affecting

the study of social science subjects especially at secondary schools and university levels are still

the learners themselves. Even when the conditions under which the learner of science is

inadequate, the performance is till directed to the learner.

The above statement as conformed Bajah, is that even in a situation where there are no shortage

supply of teachers and inadequate facilities and teaching aid and instructional materials, the

problems of learning economics always attributed to the students. Some students have the phobia

as a result of fear of transmitted belief that the subject is difficult hence they lose interest in the

learning of economics.

Momodo (1982) asserted the importance of economics to the students. According to him,

economics is not just taught to pass the examination, it is also taught for the fact that economics

is a subject that is included in order subjects being taught in secondary schools like Geography,

mathematics, commerce, Agriculture, History and so on.

In that, he appealed that students should be as much as possible put interest and remove the

notion

2.5 SHORT SUPPLY OF QUALIFIED ECONOMICS TEACHERS

It is common defect in our educational set up that most of the subject concerned. A good sound

knowledge of what to teach is the most importance thing for a good and qualified teachers.

According to William (1967) a qualified teacher should have good knowledge of the content of

the subject area and with effective approaches in his methodology.

It is an indisputable fact that an adequate supply of competent economics teacher is an essential

ingredient for good for good economic teaching. Of all the problems affecting the teaching and

poor performance in economics in Nigeria, the problem of short supply of qualified teachers in

schools have been the most serious. According to Fafunwa (1979:80) he said that, “those who

cannot make good elsewhere but because they have the minimum qualification decided to join

the teaching profession from necessity rather than choice”. In addition to the above content, Tate

(1961) said that, “some economics teachers are unworthy to teach economics, they were

employed unmerited and that made them to seen the teaching of economics non-enjoyable and

unattractive when teaching it in the classroom and this made both teacher and students to be

encountering difficulties in the economic lessons. Tate also said that unqualified teachers may

not know those importance items needed in economics studies. In addition, the student they

produce suffer handicap on the subject after graduation from secondary school. According to

Causton (1962) many mentioned that they found their career or studies as economics makers

after school, were often handicapped. These students who complain really were not given

enough knowledge of economics when they were at school. Although there are teachers in

economic area but the number of the teachers and their qualification seems not to be enough.

This therefore has noticeable adverse effect on the teaching and performance of economics in

senior secondary school.

According to Aghenta on Guardian Newspaper April (2003:6) says that “the greatest problem

confronting the Nigeria Educational system today is that of over shortage of qualified teachers in

all levels of the system”.

He also said that insufficient qualified teachers hinder students’ performance in senior secondary

certificate examination and also lead to students’ inability to defined economics as a subject

outside school period.

In the words of Bossan (1983) in almost all of the states on the federation, there is shortage of

economics teachers especially in the secondary schools. To him, this problem of teachers poses a

great problem in the students’ performance in secondary schools because some of the economics

topics are not taught at all to students due to lack of teachers. In other words, one may find out

that a single teacher is handling many students. According to Nnawa (1968) the personality of

teachers have significant influence on student’s performance. He argued that the efficiency of

any teacher in any level of education depends much on his educational background and his

professional training ability.

Kafuwa (1979) implies that the least qualified teacher expected to teach in our secondary school

should possess at least NCE certificate. This is because the man with this certificate is believed

to have got enough exposition to enable him cope with the academic problems in our secondary

schools.

According to a one time Ebonyi State Commissioner of Education Dr. Sam O. Egwu, he said that

“with the presence of abundant equipment, material and money without the qualified teachers

available on the right place, curriculum cannot be realized and student’s performance will be

hindered.

In all addition, the researcher agree with the view of Dr. Sam O. Egwu because teachers should

have a core training in all aspect involved in the areas of their specialization. An economics

teacher should be able to teach competently all the topics (including the mathematical aspect) of

the subject area. According to Nduanya (1986) stated that teachers should endeavor to make the

teaching method more productive be encouraging problems and skills. Again, a qualified

economics teacher could be possibly equipped with improved method of teaching and thus will

motivate students’ interest in economics. Unqualified teachers have poor teaching and students’

relationship and also do not care about the psychological feeling of the students. This lead to

student imbalance in their subject.

According to Farrant (1980:22) on his report on standard of education in Nigeria wrote; No one

can do a job well unless he understands all the process involve. Educational significant of subject

are likely to reach it with greater success than those who teach it because it appear on the

syllabus and time table. The above assertion is important because the efforts of a teacher who

understand all the process involved in his subject and seen in the excellent performance of this

pupils, that teacher learn more to acquire a mere teacher job.

Adesma (1985), commenting on the need for the teacher to be on expert on the psychology and

development on children stated that “teacher should also study well because every child in his

classroom is unique both behavioral and learning abilities habits and skills as well as the

environment and hereditary assets and liabilities. The above comment denoted that a trained

teacher in economics is expected to be aware of this vital principle that suggest or contribute to

student performance in economics .Evidence though observation during the teaching practice

exercise showed that most teacher that teach economics have neglected some important theories

in the subject because they are not qualified to teach economics. It is also observed that most of

them lack information and ability to teach the subject and this make students to perform poorly

in the subject. Consequently, the researcher agree that the teaching of economics in secondary

schools today is rapidly changing character because students are prove to receive insufficient,

wrong and outdated information from their unqualified teacher which eventually lead them to

poor performance to the subject.

Moreover, teachers’ lack of devotion to duty, ability to maintain human relations with students

and co-workers contributed to students’ poor performance in economics.

2.6 LACK OF EQUIPMENTS AND INSTRUCTIONAL MATERIAL

This review of related literature shows that the performances of students in economics in

secondary schools in Afikpo North L.G.A can be attributed to the effect of lack of equipment and

instructional materials.

The causes of poor performance of students have been a matter of poorly equipment like:

1. Lack of textbooks: Textbooks is an inevitable and valuable educational resource material used

by all the teachers and students at all levels of educational system. Insufficient of textbook hinder

effective teaching and learning for both teachers and students.

2. Libraries: Libraries is a department that is, very vital to the progress of any educational system

3. Teaching aids (audio-visual project) lack of teaching aids hinder effective teaching and

learning in secondary schools in Afikpo North L.G. A. The effective use of teaching aids

stimulate the students’ interest, encourage their involvement by raising questions, and make clear

the purpose and objective of subject. This means that the students will be an active listener rather

passive listener.

4. Inadequate Accommodation (classes): here we are concerned with few number of goods and

specious classroom with a nice arrangement and enough ventilation for the students.

According to Charlotte (1979) ‘when the class is too small to accommodate students, some of

them will not pay attention” the students will get tried and this will grave room to noise and

moving from one seat to another.

Bosan (1983) “Almost all the schools, stores or libraries have scarcely teaching equipment and

instructional aids like pictures, large photographs, friezes, maps, posters, episcopes, time chart,

nor books, flannel, broadcast, television”.

According to Anene and Brown (1960) said that “the greatest challenges of African economic

study, performance and teaching are caused by lack of adequate and to learning”

Based on the comment, scholars like Mays Permels (1970) highlighted the importance of

instructional materials and teaching aids “visual aids which meant pictures, slides, film, and

television have in the first place enormous contribution to make in the realm of accurate factual

knowledge”. This, in no doubt bring teaching to rake economic values.

Nwosu (1980) also pointed out that the problem of teaching aids in teaching economics is

another factor that is effecting economics instruction, that is, the unavailability of instructional

material”.

Balogun (1982:35) asserted that, “no effective social science education program could exist

without the necessary equipment for social science teaching”. These he said were indispensable

to good social science teaching and learning. According to him part of the objective for teaching

social science subject in the secondary school curriculum was to communicate the spirit of social

science to the students. This could not be achieved without social science equipment, adding that

the basic source of human social science experiences was the direct relationship with man and

how man react to certain conditions with regards to cost of goods and the general behavior of

man in regards to his daily activities. This can be tested in our daily life behavior. This means

that the students need the equipment to begin to practical skills to solve practical problems.

Ofiu (1976) maintained that no useful work could be planned or carried out without adequate and

sufficient facilities, equipment and working syllabus. He stated that the skills, which could be

developed might be broadly summarized as observational skill from critical thinking and

generation. He maintained that for students to achieve these, they might be taught by suitable

techniques or methods.

According to Odetolao (1977), who received the general academic performance of students in

secondary schools, based on West Africa Examination Council (WACE) said that performance

of students in economics is determined by the problems associated with the teaching method of

subject and insufficient instructional materials.

According to Agusiobo (1982) most schools are not being provided with learning material such

as textbooks, chalk, and blackboard and so on, many schools lack equipped libraries. Some

available textbook in those libraries either contain insufficient information or old information in

the sense that the system of education in our country today as it is contained in National Policy

on Education (NPE) is being structured after the dynamic nature of the society which is pointing

towards science and technology.

My personal experience during the teaching practices exercise shows that most economics

teachers do not even care to select a teaching aid for teaching economics, even though it is

teaching aids that foster understanding in teaching and learning. However, the issue of writing

note of lesson is also neglected.

Opon (1981) said that experiment on what has been observed in order to find a scientific

explanation for it, was different on economists from a non-economist while all scholar’s pursued

knowledge with logic, economist supported their logic, arguments with empirical facts obtained

from experimentation.

Moreover, over dependence upon textbooks from foreign country also have some effects on

students’ poor performance in economics.

In support of the researcher’s content Yager (1981) while emphasizing the over dependence on

the textbooks by teachers and their students said that it was prevented even in United States of

America. The problem is however, compounded in the Nigerian situation due to the fact the only

recommended textbooks is theoretical with little or no relationship to experimental learning.

Fafunwa (1976) said that one of the set back in the learning of economics in many secondary

schools is lack of economics equipment. He suggested that better economics aids or materials

should be provided to ensure adequate and purposeful learning. In addition Balogun (1972)

suggested that for effective teaching and learning economics in secondary level, instructional

equipment must be performance.

Adeyemo (1977) visual aids help to disseminate information in such a way to modify the

learners’ behavior and interest in economics subject therefore suggested to be used properly in

teaching economics.

Irving Greene (1976) pointed that irrespective of the method of teaching a teacher adopted

whether it is the project, lecture, discussion or discovery and so on, there is need of using

teaching aids. The essence of teaching aid to him is to bring the teachers and students into

contact with the subject matter.

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research design

3.2 Population of the study

Population of a study is a group of persons or aggregate items, things the researcher is interested

in getting information for the study. Use of instructional materials in the teaching of economics

with emphasis on some selected schools.

3.3 Instrument for data collection

The major research instrument used is the questionnaires. This was appropriately moderated. The

teachers were administered with the questionnaires to complete, with or without disclosing their

identities. The questionnaires were designed to obtain sufficient and relevant information from

the respondents. The primary data contained information extracted from the questionnaires in

which the respondents were required to give specific answers to questions by ticking in front of

an appropriate answer.

3.4 Validation of the research instrument

The questionnaires used as the research instrument was subjected to face its validation. This

research instrument (questionnaires) adopted were adequately checked and validated by the

supervisor; his contributions and corrections were included into the final draft of the research

instrument used.

3.5 Method of data analysis

The data collected was not an end in itself but it served as a means to an end. The end being the

use of the required data to understand the various situations, it is with a view to making valuable

recommendations and contributions. To this end, the data collected has to be analyzed for any

meaningful interpretation to come out with some results. It is for this reason that the following

methods were adopted in the research project for the analysis of the data collected. For a

comprehensive analysis of data collected, emphases were laid on the use of absolute numbers

frequencies of responses and percentages. Answers to the research questions were provided

through the comparison of the percentage of workers response to each statement in the

questionnaire related to any specified question being considered.

Frequency in this study refers to the arrangement of responses in order of magnitude or

occurrence while percentage refers to the arrangements of the responses in order of their

proportion.

The simple percentage method is believed to be straight forward easy to interpret and

understand. The researcher therefore chose the simple percentage as the method to use.

This was done using both descriptive and inferential statistics. Descriptive analyses (percentages

and qualitative and quantitative methods to explore the availability and use of instructional

materials for teaching and learning Economics secondary schools. This was considered

appropriate because it enabled the triangulation of results which ensured that the strengths of one

method overcome the weaknesses of the other method thus strengthening quality and reliability

of the findings. Mugenda and Mugenda (2003) observe that both methods supplement each other

in that qualitative approach provides the in-depth explanations while the frequencies) were used

to summarize and describe the characteristics of the sample population while inferential statistics

were used to make deductions and generalizations about the whole population. The results are

presented in form of tables, and figures. Data from interview schedule was reported using direct

quotations from the teachers. The population from which the sample for this study was drawn

consisted of 30 secondary schools (both public and private).

CHAPTER FOUR

PRESENTATION ANALYSIS INTERPRETATION OF DATA

4.1 Introduction

Efforts were made at this stage to present, analyze and interpret the data collected during the

field survey. This presentation will be based on the responses from the completed questionnaires.

The result of this exercise was summarized in tabular forms for easy references and analysis.

Simple percentage method was employed in the analysis.

4.2DATA ANALYSIS

The data collected from the respondents were analyzed in tabular form with the use of SPSS,

frequency, mean, standard deviation and simple percentage for easy understanding.

A total of 40 (forty) questionnaires were distributed and 30 questionnaires were returned.

Research Question 1

Is Instructional Materials Available in schools?

Table 4.3: Availability of the Instructional Materials for Use

S/N Economics Instructional Materials Available

Frequency

Not

Available

Frequency

1 MP3 player 8 22

2 Tape recorder 11 19

3 Radios 10 20

4 Video recorder 8 22

5 Computers 15 15

6 Television 15 15

7 Video CDs 10 20

8 MP4 players 10 20

9 Projector 15 15

10 Printed materials 27 3

11 Pictures 28 2

12 Charts 29 1

13 Diagrams 25 5

14 Animations 23 7

15 Protractor 22 8

16 Board graph sheet 28 2

17 Compasses 21 9

18 Economic magazine 18 12

Table 4.2 revealed that some of the instructional materials were not available at all such

as mp3 player, tape recorder, radios and video recorder. Some were not sufficiently available

such as computer, television, video CDs and projector while only few instructional materials

were available.

Table 4.4

Statistical Analysis on Availability of instructional materials

SN Instructional Materials No Yes Mean STD. D

1. MP3 player23

76.7%

3

23.3%1.23 0.430

2. Tape recorder20

66.7%

10

33.3%1.33 0.479

3. Radios21

70%

9

30%1.30 0.466

4. Video recorder23

76.7%

7

23.3%1.23 0.430

5. Computers8

26.7%

22

73.3%1.73 0.450

6. Television15

50%

15

50%1.73 0.509

7. Video CDs20

66.7%

10

33.3%1.50 0.479

8. MP4 players19

63.3%

11

36.7%1.33 0.490

9. Projector10

33.3%

20

66.7%1.37 0.479

10. Printed materials4

13.3%

26

86.7%1.87 0.346

11. Pictures2

6.7%

28

93.3%1.93 0.254

12. Charts2

6.7%

28

93.3%1.93 0.254

13. Diagrams4

13.3%

28

86.7%1.87 0.346

14. Animations22

73.3%

8

26.7%1.27 0.450

15. Protractor7

23.7%

23.7

73.3%1.77 0.430

16. Board graph sheet3

10%

27

90%1.90 0.305

17. Compasses9

30%

21

70%1.70 0.466

18. Economic magazine15

50%

15

50%1.80 0.509

Weighted mean =1.69

Table4.4 shows the statistical analysis carried out on the availability of instructional

material in different schools. For instance, 23 of the respondents which constitute 76% said mp3

is available in their schools. More so, instructional material number 18 indicated the same

percentage of the respondents agreeing to availability of instructional and non-availability of

instructional materials. Going through the table to check the availability, the information will not

be comprehensible enough, as a result, a mean statistics was derived to actually ascertain

whether instructional material are available from the data collected from the respondent. Using

the mean as the main parameter of justification, it is clearly seen that the mean value is greater

than average one (1) which statistically indicated that there is availability of instructional

materials.

Research question 2

What are the benefits of instructional materials to students?

Table4.5

no Responses Themes

cod

e statistics

1 Teachings are made simple 1 simple 1 frequency

2 Students learn better and faster 2 better 2 simple 3

3 stress reduction 3 reduction 3 better 5

4 Interactive teaching and learning 4 reliance 4 reduction 1

5 Active participation 4

participatio

n 5 reliance 4

6 self-reliance 5 reliance 6

participatio

n 3

7 Teaching becomes more efficient 6 abstract 7 reliance 3

8 Best way of imparting knowledge 6 abstract 1

9 It prevents learning in abstract 7 Total 20

10

Teaching becomes more

explanatory 1

11 it makes teaching faster 2

12

it makes teaching clearer to

learners 2

13 It put teaching in orderly manner 2 proportion

14 clearer teaching and learning 5 simple 15%

15 teaching becomes more interactive 2 better 25%

16 Teaching becomes more organized 6 reduction 5%

17 it makes teaching more effective 6 reliance 20%

18 it increases level of concentration 5

participatio

n 15%

19

It foster teacher learner

participation 4 reliance 15%

20

It creates learner friendly

environment 4 abstract 5%

TOTAL 100

%

The tabular format above showed the analysis from the responses of the respondents towards

research question two. The responses were grouped into different categories which is numbered

one to twenty. This was done with the use of Microsoft excel. The statistics frequency indicated

the number of time the respondents wrote the same views on the benefit of instructional material

to students. The theme indicated concise uniformity in the responses of the respondents.

More to that is the proportion section which indicated the percentage of the respondents as

regard their views towards the benefit of instruction materials to students.

15% of the respondents said the use of instructional materials make teaching simple to the

student, 25% of the respondents agreed that the use of instructional materials brings better

learning, 5% of the respondents said it helps to reduce abstraction in teaching and learning.

Among the proportions, self-reliance takes the highest percentage, which means that the use of

instruction materials help the students more to be self-reliant. This as well goes with the one of

the policies of education which says education should make one especially the learner self –

reliant.

1 2 3 4 5 6 70%

5%

10%

15%

20%

25%

30%

15%

25%

5%

20%

15% 15%

5%

BENEFITS OF INSTRUCTIONAL MATERIAL TO STUDENTS

THEME

RESP

ONS

ES

The diagram above represents the graphical responses of the respondents as regards the benefits

of instructional material to students. The diagram known as bar-chat indicated the result arrived

at from the Microsoft excel table above

Research question 3

Do you have access and frequently use the following instructional materials?

Table4.5

FREQUENCY IN THE USE OF INSTRUCTIONAL MATERIALS IN TEACHING

ECNOMICS

Materials Always Occasionally Never

MP3 player 4 15 11

Tape recorder 4 13 13

Radios 9 10 11

Video recorder 3 13 14

Computers 15 7 8

Television 8 12 10

Video CDs 4 10 16

MP4 players 5 10 15

Projector 13 10 7

Printed materials 22 6 2

Pictures 23 6 1

Charts 27 3 0

Diagrams 24 4 2

Animations 8 7 15

Protractor 15 11 4

Board graph sheet 20 8 2

Compasses 15 9 6

Economic magazine 14 7 9

Table 4.6

SN Instructional

materials

Never Occasionally Always Mean STD

D

1 MP3 player 11

36.7%

14

46.77%

5

16.677%

1.80 0.71

4

2 Tape recorder 14

46.77%

12

40.07%

4

13.37%

1.67 0.71

1

3 Radios 12

40.0%

10

33.3%

8

26.7%

1.87 0.81

9

4 Video recorder 13

43.3%

13

43.3%

4

13.3%

1.70 0.70

2

5 Computers 6

20%

7

23.3%

17

56%

2.37 0.80

9

6 Television 8 12 10 2.07 0.78

26.7%

40% 33.3%

5

7 Video CDs 15

50%

9

30%

6

20%

1.70 0.74

9

8 MP4 players 14

46.6%

12

40%

4

13.3%

1.67 0.71

1

9 Projector 5

16.7%

12

40%

13

43.3%

2.27 0.74

0

10 Printed

materials

3

10%

6

20%

21

70%

2.60 0.62

5

11 Pictures 2

6.7%

4

13.3%

24

80%

2.73 0.58

3

12 Charts 2

6.7%

2

6.7%

26

86.7%

2.80 0.55

1

13 Diagrams 2

6.7%

6

20%

22

73.3%

2.67 0.60

6

14 Animations 16

53.3%

6

20%

8

26.7%

1.73 0.86

8

15 Protractor 5

16.7%

11

36.7%

14

46.7%

2.30 0.75

0

16 Board graph

sheet

2

6.7%

8

26.7%

20

66.7%

2.60 0.62

1

17 Compasses 5

16.7%

11

36.7%

14

46.7%

2.30 0.75

0

18 Economic

magazine

11

36.7%

5

16.7%

14

46.7

2.10 0.92

3

38.95/18=2.16

From the table above, the researcher asked the respondent how frequently do economics teachers

utilize instructional materials during economics lesson, it can be seen that out of the 30

respondents, which represents 100%. 11 respondents which represented 36.7% said they never

make use of mp3 while 14 respondents which represents 46.7% said they occasionally make use

of mp3 and 5 out of the respondents which represent 16.7% said they always make of mp3 while

teaching the students. Also, 14 respondents which represent 46.7% said they never use tape

recorder while12 respondents which represent 40% said they occasionally use tape recorder and

4 respondents which represent 13% said they always make use of tape recorder while teaching

the students. There are cases where the respondent said they always make of those materials in

the course of teaching and learning.

It is not enough to decipher how often and properly the respondents make use of instructional

materials just looking at the table. The mean statistics has been carried out to conclude whether

the respondents have access to the materials and how frequently they make of these materials.

From the table, it clearly seen that the mean statistics has a value of 2.16 which indicates that the

respondents have access to the materials and they also use these materials so frequently. The

researcher therefore concluded that teachers always have access and frequently utilized

instructional material in teaching economics.

Research question 5

What are the challenges teachers faced when in using instructional material?

Table4.7

no Responses Themes1 power failure 1 No materials2 Not easily ready 2 power failure3 serves as distraction 1 distraction4 no proper source of power 3 Affordability5 some are not suitable for use 4 not suitable6 Difficult to find 5 literacy skill7 it serves as distracting factor 1 moribund8 literacy skill in teacher 69 Insufficient fund 4 statistics

10 moribund materials 7 frequency11 some are expensive 4 No materials12 some are out of date 6 power failure13 erratic power system 7 distraction14 lack of money by the management 2 Affordability15 insufficient materials 1 not suitable16 It cause distraction 3 literacy skill17 Not easily affordable 4 moribund18 not all student learn easily 3 Total19 some are not environmental friend 1

The tabular format above showed the analysis from the responses of the respondents towards

research question four. The responses were grouped into different categories which is numbered

one to nineteen. This was done with the use of Microsoft excel. The statistics frequency

indicated the number of time the respondents wrote the same views on the benefit of

instructional material to students. The theme indicated concise uniformity in the responses of the

respondents.

More to that is the proportion section which indicated the percentage of the respondents as

regard their views towards the benefit of instruction materials to students.

5% of the respondents agreed that one of the challenges teachers faced while teaching with

questionnaire is that some of the materials are not suitable for teaching, as a result, it complicate

teaching and further creates problem of learning to the students.

11% of the respondents responded most of the instructional materials in school are moribund, i.e.

they cannot handle contemporary issues.

21% of these respondents were of the opinion that some materials are not easily affordable, i.e.

the cost of some of the instructional materials serves as bane to the use of instructional materials.

The highest among them is that of lack of materials which constitute 26% of the responds. At

this point, the respondents opined that the challenges teachers faced due to the use of

instructional materials is that most of the materials are not readily available to teachers.

Moreover, Komen (1991) observes that instructional materials are inadequate and at the same

time, teachers are not adequately prepared.

The diagram above

represents the

graphical

responses of the

respondents as

regards the

challenges

teachers faced

in instructional materials. The diagram known as bar-chat indicated the result arrived at from the

Microsoft excel table above.

1 2 3 4 5 6 70%

5%

10%

15%

20%

25%

30%26%

11%

16%

21%

5%

11% 11%

CHALLENGES FACED BY TEACHERS WHEN USING INSTRUCTIONAL MATERIALS

THEMES

RESP

ONS

ES

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

It is pertinent to know that the primary purpose of this study was to examine the access

utilization of instructional materials in teaching economics in Nigeria secondary schools.

In the previous chapter, the relevant data collected for this study were presented logically, and

critically analyzed with the aid of statistical instruments, and appropriate interpretations were

given based on the numerical values that were derived at the end of the analysis.

5.2 Summary

From the collected and analyzed data, it was deduced that with the aid of instructional materials,

learning would be made easy, better, and there would be active participation during the course of

teaching and learning. Another area of interest was that a good number of the respondents opined

that the use of instructional materials makes students to learn better and faster. .

It was also arrived at from the analysis that teachers face different challenges towards the use of

instructional materials. The challenges are clearly highlighted in the previous chapter.

The respondents agreed that lack of instructional material causes students poor performance in

economics. Despite the benefits or advantages derive from using instructional equipment or aids,

some of the respondents agreed that their schools do not have it and their teachers do not make

use of it in teaching and learning of economics. Fufunwa (1976) stated that “one of the setback in

learning of economics in many secondary schools is lack of economics equipment or material

aids”

5.3 Conclusion

The study concluded that the importance of instructional materials in the development of

learners’ intellectual abilities and attainment of teaching/learning objectives cannot be over-

emphasized. Also, as regard the responses from the responds, teachers deliver their lessons with

infinitesimal abstraction and the students taught with instructional materials have excellent

achievement scores compared with those taught without any material.

5.4 Recommendations

Having gone through a critical study in respect to this project, the following recommendation

were made:

1. Economics teachers are encouraged to search for necessary instructional materials that

can appeal to the senses of learners, arouse their interest, encourage their participation,

make learning more meaningful and promote academic standard.

2. Primary schools should also be provided with modern equipment like the televisions, computers and radios so as to enable teachers to handle emerging issues in the present curriculum.

3. Teachers should also be guided on the uses of the school radio to enhance learning in Social

Studies classrooms.

4. Teachers should always try their best to make use of available instructional materials

where necessary to make their lessons more interesting.

5. Instructional materials should be varied and not limited to printed materials, pictures and chats

only as indicated on the table of analysis.

6. . Moreover, teachers should be encouraged to use the local environment in the teaching of

economics; only then can the learners see the connection between what they are learning and

the reality.

7. Economics magazines should be made available to teachers since teaching with this, will make teachers site contemporary examples and to link what they are teaching to everyday life.

8. School principals should provide economics teachers with enabling environment for the

use of available instructional material to give room for participatory studentship and

make learning more meaningful.

9. School principals should also encourage improvisation of instructional materials by

students, teachers, the schools parents and the government to enhance teaching/learning

in schools and promote academic standard.