Use of Instructional Materials and JSS Students Performance in Social Studies.
ABSTRACT
The study examined the Use of Instructional Materials and JSS Students Performance in Social Studies in Uyo Local Government Area. To undertake the study four research questions and four null hypotheses were raised to guide the study.
The study adopted Descriptive Survey Design. Simple sizes of 200 respondents were selected from the random sampling technique.
Data was collected using a structured questionnaire. The reliability coefficient of 2.81 was obtained using Cronbach alpha formula. Data collected was analyzed using an independent t-test statistical tool and tested at 0.05 level of significance.
The results of the findings revealed that there is the significant influence of instructional materials usage by male/female teachers, rural areas and students academic performance in Uyo Local Government Area.
Based on the findings, it was recommended that government should provide instructional materials in all areas of the state and that teachers should utilize instructional materials when teaching social studies lessons.
TABLE OF CONTENTS
Title Page — — — — — — — — — i
Declaration — — — — — — — — — ii
Certification — — — — — — — — — iii
Dedication — — — — — — — — — iv
Acknowledgements — — — — — — — v
Abstract — — — — — — — — — vi
Table of Contents — — — — — — — vii
List of Tables — — — — — — — — x
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study — — — — — 1
1.2 Statement of the Problem — — — — — 4
1.3 Purpose of the Study — — — — — — 6
1.4 Research Questions — — — — — — 7
1.5 Hypotheses — — — — — — — 7
- Significance of the Study — — — — — 8
1.7 Delimitation of the Study — — — — — 9
1.8 Limitation of the Study — — — — — 10
1.9 Assumptions of the Study — — — — — 10
1.10 Definition of Terms — — — — — — 11
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Transformative Learning Theory: Mezirow (1981) — 12
2.2 Conceptual Framework — — — — — 19
2.3 Empirical Framework — — — — — — 30
2.4 Summary of Related Literature — — — — 31
CHAPTER THREE: RESEARCH METHODS
3.1 Area of the Study — — — — — — 34
3.2 Design of the Study — — — — — — 36
3.4 Sample and Sampling Techniques — — — — 36
3.3 Population of the Study — — — — — 36
3.5 Instrumentation — — — — — — — 37
3.6 Validity of Instrument — — — — — — 38
3.7 Reliability of Instrument — — — — — — 38
3.8 Data Collection Techniques — — — — — 39
3.9 Method of Data Analysis — — — — — — 39
CHAPTER FOUR: INTERPRETATION OF DATA AND DISCUSSION OF FINDINGS
4.1 Discussion of Findings — — — — — 54
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary of the Study — — — — — 57
5.2 Conclusion — — — — — — — — 58
5.3 Recommendations of the Study — — — — 58
5.4 Suggestions for Further Study — — — 60
REFERENCES — — — — — — — 62
INTRODUCTION
Background of the Study
It is well known among educators that, the educational experiences involving the learner actively participating in concrete examples are retained longer than abstract experiences. Instructional materials add elements of reality by providing concrete examples to learning.
Many authors have written on the use of instructional materials both in teaching social studies and other related subjects in order to enhance teaching for desired social and behavioural change. These authors include; Mclunan (1964), Alaka (1978), Kochar (1986), Okafor (1988), Mkpa (1989), UNDP (1998), Koert (2000), Nwanna-Nzeunwa (2003) and Adekeye (2008).
More specially, it was emphasized in the work of these authors that the use of instructional materials is a sine qua non in affecting behaviour of learners of every field, especially social studies.
REFERENCES
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