AN EXAMINATION OF THE AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF GEOGRAPHY IN SENIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
Education is a type of learning in which knowledge, abilities, and habits are passed down from generation to generation through teaching, training, and research. Any experience that has a formative influence on one’s thinking, feelings, or behavior may be classified as “educational.” Furthermore, the primary purpose of schooling and the teaching of any particular subject is to educate those involved in education in order to achieve educational objectives and goals. Thus, geography as a subject contributes to educational objectives and goals and can be viewed as an important tool for individual and societal development. Knowledge of geography, in particular, aids in the acquisition of cultural heritage art. Carl Ritter, a contemporary geographer, frequently asserts that it is critical.
A prerequisite for good citizenship.
The term “Geography” was coined by the Greek scholar Eratosthenes (200BC) from the Greek “Geographia,” which translates as “earth description.” Geography, as a science, is the study of the distribution and description of all materials on the earth’s surface, as well as the interactions between people and their surroundings, which includes both physical and cultural/human geographic characteristics.
However, comprehension of the geography subject is highly dependent on how well it is presented. Chilars (2013) emphasized the importance of effectively using instructional materials to support successful teaching of any subject (especially geography). Accordingly, Coombs (1970) identified two components of education, which he labeled “Inputs” and “Outputs.” He considers human and material resources (such as instructional materials) to be inputs.
Outputs are defined as the objectives and outcomes of the teaching-learning/educational process. Instructional materials (educational inputs) are essential for teaching any subject in the school curriculum, but especially geography. Wales (2013) believed that using instructional materials in the classroom would aid students in remembering newly acquired knowledge. Similarly, Saboury (2015) asserted that using visual aids (instructional materials) in lessons can significantly reduce apathy, compensate for the inadequacy of books, and pique students’ interest and motivation by providing them with something practical while also assisting them in developing their capacity for discovery learning.
Furthermore, instructional materials are intended to improve educational quality and facilitate successful comprehension of any subject. As a result, geography teachers must examine instructional materials.
materials before putting them to use. This can be accomplished by thoroughly understanding the materials, preparing the environment in which they will be used, and preparing the students/learners by ensuring that the materials pique their interest and motivate them (Marcus, 2014). Furthermore, the effectiveness of using appropriate instructional materials for teaching secondary school geography is dependent on the instructor’s quality. Because the instructor cannot provide all of the conditions necessary for an effective teaching and learning process, additional instructional materials should be provided. More competent, experienced, and certified geography instructors are required to ensure the quality and efficacy of education and materials.
1.2 Problem Description
Despite extensive research on the role of instructional materials in geography teaching and learning, some issues remain unresolved.Concerns persist (Majasan, 2009, Abesida, 2003, and Ajaebuna, 2007). To avoid classroom teaching being hampered by a lack of funding, the need to explore locally accessible materials as a substitute for the grossly unavailable materials in our schools implies that the teacher’s resourcefulness must be aligned with the learners’ curriculum and surroundings. As a result, the government must strive to develop indigenous technology in all of its forms, because geography is concerned with holistically resolving man’s problems (Ijaduola, 2014). Numerous authors in geography have emphasized the obvious lack of instructional materials, as well as teachers’ perspectives on their use in classroom teaching-learning situations (Majasan, 2009, Abesida, 2003, and Ajaebuna, 2007). As a result, the purpose of this study is to identify instructional materials that are required for successful geography teaching.
and learning in senior secondary school, as well as their impact on students’ Geography performance.
1.3 The Study’s Objectives
The overall goal of this research is to critically examine the availability and use of instructional materials for effective geography teaching-learning in senior secondary schools. As a result, the research will be focused on the following specific goals:
1. Determine whether instructional materials promote effective Geography teaching and learning in secondary schools.
2. Identify the instructional materials required for effective Geography teaching and learning in secondary schools.
3. Determine the extent to which required instructional materials are available in secondary schools.
4. Determine whether secondary school teachers use instructional materials when teaching geography.
1.4 Research Issue
During the course
The following questions will be addressed as part of this research:
1. Do instructional materials promote effective Geography teaching and learning in secondary schools?
2. What instructional materials are needed for effective Geography teaching and learning in secondary schools?
3. To what extent are the necessary instructional materials made available in secondary schools?
4. Do secondary school teachers make effective use of instructional materials when teaching geography?
1.5 The Study’s Importance
The study’s significance is to demonstrate the value of visual instructional materials in geography teaching and learning, as well as how both the instructor and the student can adjust or improve instructional materials to maximize learning goals. The study would be crucial.
for the Ministry of Education and society as a whole. It will undoubtedly aid in the identification of essential instructional materials for geography teaching and learning. This is also important for senior secondary students because it will help identify instructional materials that are lacking in senior secondary schools and ensure that they are provided.
1.6 The Study’s Scope
This study is designed to look at the availability and use of instructional materials for effective geography teaching and learning in senior secondary schools. The study will, however, determine whether instructional material promotes effective teaching and learning of Geography in secondary schools, identify the instructional material required for effective teaching and learning of Geography in secondary schools, and determine the extent to which the required instructional material is available.
Determine whether instructional materials are made available in secondary schools and whether teachers use instructional materials in the teaching of Geography in secondary schools.
As a result, respondents for this study will be drawn from various senior secondary schools in Eboyin State.
1.7 Study Restrictions
The researcher encountered some constraints while conducting this study, including time constraints, financial constraints, and the respondents’ attitudes. However, the researcher was able to manage these just to ensure the study’s success.
1.8 Glossary of Terms
Instructional Materials: Any aid (audio or visual) used by the teacher to help students understand the Geography lesson (including the teacher himself).
Senior Secondary School: These are the four upper basic classes.
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