ABSTRACT
This study was designed
to ascertain the challenges of improvising instructional materials by home
economics teachers at the upper basic education level in Nigeria and as a
result of identifying the strategies for enhancing improvisation. The study
uyse survey research design based on two research questions. The sample was
four hundred and thirty one home economics teachers in upper basic schools in
Edo State of Nigeria. A structured questionnaire, designed on a 5-point scale
was used to collect data findings indicated that some of the challenges faced
by the teachers include how to improvise materials to arouse and sustain
learners optimism and enthusiasm, access expert assistance and technical
support stay informed of innovative developments have confidence to share ideas
with other teachers, interpret research and statistical data. Diplomatically
handle students resistance align improvised materials to carter for individual
learners needs in overcrowded classrooms. Some strategies bothering on teachers
self and group professional development, training and internet literacy were
identified as capable of enhancing improvisation. These strategies if
implemented might provide the teachers with opportunities to develop more
improvisation insights for engaging young people in the highest quality
learning activities.
TABLE OF CONTENT
CHAPTER ONE
Introduction
Background of the study
Statement of problem
Purpose of the study
Significance of the
study
Research questions
Definition of terms
CHAPTER TWO
Literature review
CHAPTER
THREE
Methodology
Research design
Administration of
questionnaire
Sample
Method of data
collection
Reliability and validity
of instrument
Method of data analysis
CHAPTER FOUR
Presentation and analysis
of data
Responses made by school
heads
Responses made by
teachers
CHAPTER FIVE
Summary of finding
Conclusion
Recommendations
REFERENCES
APPENDIX
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
The universal basic education (UBE) programme of Nigeria is designed among
other things to facilitate the standard of literacy, and improve societal
development, the UBE is a nine year programame that cover six years of primary
education and three years of junior secondary schools. The three years of
junior secondary school is known as upper basic (Basic 7-9).
This upper basic level is aimed at preparing the youths for gainful employment
or progression into the senior secondary level and subsequent admission into
higher education (Federal Republic of Nigeria, 2004). Undoubtedly, these
functions are very essential to the survival, enhancement and development of
the Nigeria society. However, the extent to which the upper basic education
level achieves the set aims is largely dependent on the various subjects in the
curriculum and how they are taught in schools.
Home economics is one of the vocational subject taught at the upper basic level
of the Nigerian education system as a compulsory part of the curriculum. It is
taught as an integral core subject, which comprises food and nutrition,
clothing and textile and home management. Home economics is an
interdisciplinary field of study which helps families and individuals to
understand and adopt to the effects of social economics, cultural, and
technological changes. Archurst and Anyakoha (2004) described it as an applied
science subject which is dependent on the integration of different academic
disciplines such as the natural sciences i.e. biology, chemistry, physics,
mathematics, and health science. The social sciences i.e. sociology, political
science, economics, philosophy, psychology and art in solving problems of
families and individuals. Home economics is a skill oriented field of study
that is expected to equip learners with survival skills for self reliance/self
employment and paid employment.
The importance of exposing learners to home economics curriculum for individual
and societal development has been widely acknowledge for instance, Her Majesty
Inspectorate of Education (HMIE, 2009) stated that the knowledge and skills
gained with home economics make a considerable contribution to young peoples
personal and social development as well as prepare them for the world of
work in a wide range of areas retarded to aspects the subject. It provides
learners with opportunities to develop knowledge and in both theoretical and
practical aspects of livelihood (ministry of Education and Skills Development,
2012). The acquisition of such knowledge and skill has the capacity to
argument, inspire productivity and further income generating life endeavors
among people. A strong background in home economics curriculums is crucial for
many careers and job opportunities in today’s increasingly technologically
society.
To accommodate the various multidisciplinary area and skills in home economics,
and position it to prepare Nigerian students for global participation, the
Nigerian Educational Research and Development Council (NERDC, 2008) reviewed
and reoriented is curriculum to have a broad scope that covers virtually all
aspects of human daily living. According to the NERDEC (2008), the reviewed
upper basic home economics curriculum is built on the 9-year basic education
philosophy that seeks to provide quality learning experiences and pay attention
to the all around development of the individuals.
Among the aims of the curriculum is to provide students with changes in a
technological, socio-economic and multi-cultural society, contemporary societal
issues have been integrated in the curriculum more practical lesson are
introduced, and lessons are organized in modules with specifications on a
variety of instructional material including instructional technologies for
teaching. It is expected that if properly implemented the curriculum would
cater for a diverse range of students abilities help the students to learn
practical skills which would be useful to them in higher education or enable
them get jobs in industries or other formal sectors of the economy.
Effective implementation of the curriculum would require the use of
instructional materials. Opera (2002) sees instructional materials as
information carriers designed specifically to fulfill objectives in teaching
learning situation. Okeke (2005) is of the view that instructional materials
are all the physical (man-made and material that are real and improvised)
resources meant to be used by the facilitator in the process of teaching and
learning. These materials may be used singly or in combination in some cases,
they could be used in an information and formal way.
This shows that teachers vary the methods of utilizing instructional materials
during instruction to effect changes in the behaviour of the learners. Certainly
the appropriate use of instructional materials goes a long way in improving
teaching and learning, arousing interest and enhancing student’s affective
responses. Furthermore, Okoro (2005) adds that home economics as an integral
part of the school curriculum. Unlike any other subject, it is primarily
concerned with helping the individual live a useful and satisfying life as well
as improvement of family living which will in turn lead to the improvement of
towns and villages as well as the nation. As a profession, home economics
education trains an individual to be self-reliant it is a job creator in the
family society and nation.
Okoro and Ossais views tends to recognize the relevance of home economics not
only to the individual but also to the family, community and the nation at
large. Federal Republic of Nigeria (2004) advocates for the availability and
use of various kinds of instructional materials for effective instruction as
well as the production of self reliant individual. One of the subjects that
requires enough instructional materials for its impartation as well enable a
person to be self reliant, self-employed as well as join vocational centres is
home economics.
Individual and the society have sees education as the key to success in life.
In all human societies, past and present, education has been instrumental to
impacting positively to the survival of individuals and the
society.
The capacity of
development in any country can be measured through a properly planned and well
directed education. Thus, education is a behaviour characteristics, it impact
skills, attitudes, belief to reason, knowledge and any other form which enable
one to adjust and interact effectively with other individuals. Through the
acquisition of skills it enable an individual and the group to proceed into the
actualization of the individuals destiny.
Indeed, instructional materials provides concepts and attitudes to the students
which improved his skills, ability to reason and makes him/her informed about
what is going on in the global village. Education has helped to being the
entire world into an entry through the information and knowledge education has
helps us to achieve. Education has helped to reduce the problem of language
barrier through instructions and teaching by our teacher’s individual has
acquired different languages outside the traditional language. This led to
individual to associate properly with people from different countries. It has
also help one to adjust from traditional behaviour to a more modest behaviour
that makes the individual to be accommodated any part of the world he or she
visits. Education has been means to an end, that a country is developed is as a
result of instructional aid created by education. It serves as catalyst to
governmental principles, policies and laws. With the acquisition of knowledge
and society structured their means of livelihood.
Instructional materials is an aid to teaching and learning. It helps to raise
learning from verbalization to practical aspect of teaching and learning.
Instructional materials makes teaching and learning interesting easy and using
it makes learning more effective. In another development, the use of
instructional materials makes different continents to shape their rules and
regulation to accommodate the other this they do by providing them with the
socio-cultural and political differences and how to adjust the traditional
socio-cultural and political ways and accommodate another. As instructional
materials makes students understand more easily when the teacher makes use of
working model. It makes the teacher task easier and more effective.
Olardi (1990) has highlighted the impact of instructional materials that
teachers use to improve the students form understanding and perception of the
subject as an enhanced acids. It brings clarity and creates recognition that
allows them to have a realistic hand and a total knowledge of the subject. It
enhanced learning, improve the competence of learners and makes learning more
meaningful to students. Teaching and learning through the use of instructional
materials facilitates stimulates and aids students to take active interest in
any topic introduced by the teacher. Instructional materials has
emotional impact on the students of Owan West Local Government Area and affects
their attitude towards what is presented as topic to study by the teacher. it
provides both the teacher and students with relevance and meaningful source of
information.
Kay (2008) instructional materials stimulate t he students desire to learn. It
assist learning process by making assimilation and memorization to materials
easy. Also it helps to include greater acquisition and as well as objectives
which may be inaccessible to many students. Finally, an instructional materials
makes learning available to a wider audience, control the pace of learning
promote better understanding and help to overcome physical difficulties in
presenting the students content.
STATEMENT OF THE PROBLEM
The use of instructional materials has lots of general benefits that guides a
greater impact in teaching and learning process. The teachers level of
resourcefulness, creativity and imagination is credited to the achievement of
quality education, these are expressed in how well the teacher is able to
perceive create and use the relevant information that can enhance and promote
effective teaching and learning activities.
In Owan West Local Government Area there is a fair use of instructional
materials which makes teaching and learning activities more theoretical
abstract and ineffective the issue of whether instructional materials provides
the necessary knowledge is widely recognized in the central role of
assimilation and retention of information it makes available to a wider
audience.
Instructional materials is a major determining variables that control the pace
of learning. It has to do with the creation of an environment in which students
can develop their full potential and lead productive lives. In accordance with
the demands of their interest and needs either as individual or as group within
the society.
The Nigerian government, at all levels has over the years placed enormous
emphasis on instructional materials is shaping efforts and strategies aimed at
improving students standard of learning in the country but both theoretical and
empirical literature failed to capture the real factors as to why the standard
of education in country still remain very low. Okereke (2009) observes that
many schools in that state cannot boast of instructional materials. He contends
that every government should contend with the issue of making education
her priority to help improve our standard of learning by providing the
required instructional materials to schools.
Obasai (2010) holds the view that government should provide funds to principals
who monitors the teaching staff to help principal provide the instructional
materials needed by their students at all time. To get to the core of this
inquiry, there are central questions which must serve as guides in determining
the direction and focus of our research with this view the study is aimed at
addressing the following questions;
1. How does the use of instructional materials in
teaching and learning influence cognitive performance of secondary school
students?
2. How does the use of instructional materials in
teaching and learning influence effective performance of secondary school
students?
3. How does the use of instructional materials in
teaching and learning influence psychomotor performance of secondary school
students?
4. How does the use of instructional materials in
teaching and learning influence teachers classroom performance?
PURPOSE OF THE STUDY
Generally, the purpose of this study is to examine the impact of instructional
materials in teaching secondary school students in Owan West Local Government
Area of Edo State specifically this study tries to find out the following:
1. Impact of instructional materials on students
cognitive performance in schools.
2. Impact of instructional materials on students
affective performance in schools.
3. Impact of instructional materials on students
psychomotor performance in schools.
4. Impact of instructional materials on the
teachers classroom performance.
SIGNIFICANCE OF THE
STUDY
This study will have much significance on the following people;
First and foremost, the findings of the study will be of much significance to
students, researchers and teachers in secondary schools. This is so because the
report of the study will serve as a good reference document to this group of
learners where conducting a research on the impact of instructional materials
on teaching.
Again the study has much significance on the government in Nigeria. This is so
because, it will serve as a source of information to the government that the
non-provision of instructional materials to teaching provides has is for the
falling standard of learning in the country.
Furthermore, the study will be significant to parents, this is so because when
conducting parents teachers meeting, such an issue might be raised and this
will serve as a good reference document in providing solution.
SCOPE OF THE STUDY
The study focused on the impact of instructional materials in teaching and
learning in secondary schools in Owan Local Government Area of Edo State.
Department | Education |
Project ID Code | EDU0049 |
Chapters | 5 Chapters |
No of Pages | 56 pages |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
|
|
Contact Us On | +2347043069458 |