THE EFFECTS OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING OF ECONOMICS IN SECONDARY SCHOOLS AND ITS IMPACT IN CLASSROOM

Abstract

The study aimed at examining the effects of instructional materials in teaching and learning of economics in secondary schools and its impact in classroom. A well designed and simple questionnaire was distributed to economics teachers in these selected schools to accurately evaluate the effect of instructional materials on the application of learning economics in secondary schools in Nigeria. Concerning methodology used for the study, the researcher adopted the survey research design with a sample size of twenty (20) teachers and eighty (80) students selected using a stratified sampling technique. Both primary and secondary data was used for the study. Questionnaires formed the basis for primary data for the study, while text books, internet, journals and magazines were the secondary sources of data for the study. The finding after testing hypothesis three indicates that there will be a significant positive difference in the performance of secondary school students in Economics language when they are taught the subject with instructional materials. The use of instructional materials in the teaching and learning of Economics obviously improves the performance of students. Schools should provide enough instructional materials to enable teachers clarify their lesson. Adequate infrastructure facilities and conclusive atmosphere are Sine Qua Non for effective learning and retention of what is learnt. Schools should send their Economics teachers to seminars and workshops in order to up date their knowledge.

Chapter one

Introduction

1.1Background of the study

It is beyond dispute that instructional materials play a critical role in improving students’ academic performance as well as teaching and learning throughout the educational process. In secondary schools in Nigeria, the teaching of economics must be effectively managed. Unquestionably, a key factor in successful classroom interaction and the transmission of knowledge from the instructor to the students at the basic and secondary school levels of our educational system is the materials used by teachers to educate and emphasize their subject points.

Materials that help teachers make their lessons clear to students are known as instructional materials. They are also employed in the dissemination of knowledge, concepts, and notes to students (Ijaduola) (1997). The visual and audiovisual components of instructional materials include, among other things, photographs, flashcards, posters, charts, tape recorders, radios, videos, televisions, and computers. These resources support the regular instructional methods.

Adam Smith, the leader of the classical school of thinking, published his book in 1776, which gave economics its start as a discipline. Since then, it has played a variety of roles, particularly in political and educational circles. Microeconomics and macroeconomics are the two main subfields of the study of economics. While macroeconomics studies the overall economy in aggregates and averages, microeconomics focuses on the behavior and operations of the particular units (households, businesses, and government agencies) in the economy (Umoh, 2007). Aromolaran (2006) asserts that economic concepts are taught and communicated in three main languages. These languages include algebraic or mathematical, geometric or pictorial, and theoretical or verbal.

Before being admitted to any post-secondary institution, particularly a university to pursue relevant programs like accountancy, business administration, insurance, etc., students must earn credits in the crucial subject of economics. Due to the significance and complexity of this subject, it is essential that learners be taught it using appropriate teaching resources. According to Macaulay (1989), visual aids make lessons more engaging for pupils and aid in their learning.

This study aims to investigate how much the use of instructional materials could improve senior secondary school students’ economics performance against this backdrop.

Poor academic performance in Economics might be linked to a variety of variables, one of which was the teacher’s strategy, which was seen to be crucial. This suggests that without the use of educational resources, it may be difficult to properly learn economic ideas. Without instructional tools, teaching economics may undoubtedly lead to subpar academic performance. Franzer, Okebukola, and Jegede (1992) emphasized that, regardless of how well-trained, a scientific teacher would be unable to put his or her theories into practice if the classroom environment lacked the tools and supplies required for him or her to turn their expertise into reality.

According to Bassey (2002), Science requires a lot of resources, and during a downturn in the economy it could be very challenging to locate some of the electronic devices and equipment needed for effective teaching of Economics in schools. The necessity to make materials locally is necessitated by the country’s raging inflation as well as the fact that frequently some of the pricey and unnecessary advanced materials and equipment imported.

Researchers like Obioha (2006) and Ogunleye (2002) noted that science education in secondary schools in Nigeria lacked necessary resources. They added that the ones that are now available are frequently not in good shape. Therefore, improvisation is necessary. However, Adebimpe (1997) and Daramola (2008) stated that improvisation requires a teacher to be adventurous, creative, curious, and persistent. Such traits can only be attained through a well-thought-out improvisation training program.

Statement of the problem

The essential goal of teaching is to transfer knowledge, abilities, and attitudes from the teacher to the student. For instance, experience in Nigeria has demonstrated that spoken words alone are woefully unproductive and inefficient at achieving intended learning outcomes. There has always been widespread failure in Economics when the results of the public examination are announced each year. This could be explained by the fact that some economics topics cause pupils to have major comprehension issues.

Without the use of pertinent instructional resources to make the learning applicable, these topics cannot be taught effectively. As mentioned above, researchers like Mutebi and Matora (1994) have highlighted the impact of instructional material use on teaching and learning. They claim that we only retain and absorb about 10% of what we hear, 40% of what we debate with others, and up to 80% of what we personally experience or practice. However, this raises the question of whether or not using instructional materials actually affects how well pupils perform in school. The utilization of instructional materials increases the effectiveness of teaching, right?

Could students’ learning be advanced by the use of instructional materials? Finding answers to these questions and more summarizes the entire problem of this study.

Objective of the study

The objectives of this study are:

1. To examine the influence of instructional material utilisation on the teaching of Economics in Secondary Schools in Enugu State
2. To ascertain the extent to which Secondary School student’s learning of Economics can be influenced by the use of instructional materials in classroom

• To determine whether there will be any difference in the academic performance of secondary schools students in Economics due to the use of instructional materials.

Research question

In order to achieve the objectives of this study, the following research questions were raised to guide the investigation:

1. Will the use of instructional materials influence the teaching and application of Economics in secondary schools?
2. To what extent can senior secondary school students’ learning of Economics is influenced by the use of instructional materials?

• Will there be any difference in the academic performance of senior secondary school students in Economics due to the use of instructional materials?

1.5 Research Hypotheses

The following null hypotheses were stated for the study.

H1: The use of instructional materials will not have significant influence on the teaching of Economics in secondary schools.

H2: The use of instructional material will not have significant influence on secondary school students’ learning of Economics.

H3: There will be no significant difference in the performance of students in Economics due to the use of instructional materials

Significance of the study

The use of instructional materials gives the learner opportunity to touch, smell or taste objects in the teaching and learning process. Consequently, knowledge passed unto the students at different levels of educational instructions should be well planned and properly allied with relevant instructional materials for clarity and comprehensibility. Hence the significance of this study to the students, teachers, curriculum planners, educational system and the society at large.

To the students, the effective use of instructional materials would enable them to effectively learn and retain what they have learnt and thereby advancing their performance in the subject in question. This is because according to Nwadinigwe (2000), learning is a process through which knowledge, skills, habits, facts, ideas and principles are acquired, retained and utilized; and the only means of achieving this is through the use of instructional materials.

The study would help enhance teachers’ teaching effectiveness and productivity. This is in line with assertion of Ekwueme and Igwe (2001) who noted that it is only the teachers who will guarantee effective and adequate usage of instructional materials and thereby facilitate success. Consequently a teacher who makes use of appropriate instructional materials to supplement his teaching will help enhance students’ innovative and creative thinking as well as help them become plausibly spontaneous and enthusiastic. Oremeji (2002) supportively asserts that any teacher who takes advantage of these resources and learns to use them correctly will find that they make almost an incalculable contribution to instruction. He further says that instructional materials are of high value in importing information, clarifying difficult and abstract concepts, stimulating thought, sharpening observation, creating interest and satisfying individual difference.

The study is also significant to the educational system and society at large. This is because when teachers solidify their teaching with instructional materials and the learners learn effectively, the knowledge acquired will reflect in the society positively. Students will be able to understand the functioning of the economy, interpret government’s economic policies and activity and perform economically better in the choice of life and work.

Scope of the study

The scope of the study covers the effects of instructional materials in teaching and learning of economics in secondary schools and its impact in classroom. The study will be limited to selected secondary schools in Nsukka, Enugu state

Limitation of the study

The only limitation faced by the researcher in the course of carrying out this study was the delay in getting data from the various respondents. Most respondents were reluctant in filling questionnaires administered to them due to their busy schedules and nature of their work. The researcher found it difficult to collect responses from the various respondents, and this almost hampered the success of this study.

Definition of terms

The relevant terms below were operationally defined relative to their usage in this study.

• Effect: This is the change (outcome) that is brought about in a person (s) or something by another person (s) or thing; that is the way in which an event, action or person changes someone or something.
• Academic performance: This is regarded as the display of knowledge attained or skills, shown in the school subjects such achievements are indicated by test scores or by marks assigned by teachers. It is the school evaluation of students’ classroom work as quantified on the basis of marks or grades.
• Utilisation: The act of using something to achieve a purpose

Instructional Material: What the teacher uses to make the lesson more interesting and understandable.

Related Project Topics :