THE IMPACT OF INSTRUCTIONAL MATERIALS ON TEACHING AND LEARNING OF ECONOMICS IN SENIOR SECONDARY SCHOOLS IN NIGERIA

THE IMPACT OF INSTRUCTIONAL MATERIALS ON TEACHING AND LEARNING OF ECONOMICS IN SENIOR SECONDARY SCHOOLS IN NIGERIA

CHAPITER 1

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

It is obvious that educational resources affect both teaching and learning in the classroom as well as students’ academic success. Secondary schools in Nigeria must manage economics education well. It is unquestionably important for successful classroom interaction and knowledge transfer from the instructor to the students at the elementary and secondary school levels of our educational system that teachers employ resources to teach and emphasize their subject points.

The phrase “instructional materials” describes items that aid instructors in making their courses more understandable to students. They may also be utilized to give pupils information, ideas, and notes (Ijaduola, 1997). Examples of visual and audiovisual teaching tools include photographs, flashcards, posters, charts, tape recorders, radios, televisions, and computers. These items are intended to supplement conventional teaching strategies.

Adam Smith, the creator of the classical school of thought, published his book in 1776, which marked the beginning of economics as a science. Since then, it has played a variety of roles, particularly in political and educational circles. The two main subfields of economics are microeconomics and macroeconomics. While macroeconomics examines the broader economy in aggregates and averages, microeconomics looks into the behavior and operations of specific economic units (households, enterprises, and government organizations) (Umoh, 2007). According to Aromolaran (2006), there are three main languages that are used in teaching and communicating economic principles. These languages include theoretical or verbal, geometric or graphical, and algebraic or mathematical.

Before getting admitted to any higher institution, especially a university, students must have taken Economics in order to follow courses like Accountancy, Business Administration, Insurance, and so forth. Because of the significance and complexity of this subject, it must be taught to students using the right instructional resources. According to Macaulay (1989), visual aides help students learn more successfully by bringing concepts to life.

In light of this, the goal of this study is to ascertain how much the usage of instructional resources can enhance senior secondary school students’ performance in Economics.

One of the most important factors in poor academic achievement in Economics can be attributed to the teacher’s approach. This implies that understanding of economic concepts may not be fully attained without the usage of educational resources. Without the utilization of instructional resources, teaching economics will almost certainly provide subpar academic results. A professionally educated scientific teacher, no matter how well-trained, won’t be able to put his or her ideas into reality if the educational environment lacks the required tools and resources, according to Franzer, Okebukola, and Jegede (1992).

According to Bassey (2002), science requires a lot of resources, and it might be hard to find some of the electronic devices and equipment required to teach Economics in schools effectively during a time of economic downturn. An issue that is made worse by the nation’s escalating inflation, which makes some imported advanced goods prohibitively expensive and outmoded, requiring the production of goods locally.

Researchers like Obioha (2006) and Ogunleye (2002) claim that there aren’t enough resources in Nigerian secondary schools to adequately teach science-related subjects. They continued by saying that since the ones that are accessible are frequently in bad shape, improvisation is required. Adebimpe (1997) and Daramola (2008) pointed out that improvisation demands teachers to be adventurous, creative, curious, and persistent, and that these qualities can only be learned through a well-thought-out improvisation training program.

SITUATION OF THE PROBLEM

Transferring ideas, abilities, and attitudes from the teacher to the student is the primary objective of education. For instance, experience in Nigeria has demonstrated that relying solely on spoken words to convey ideas is unproductive and inefficient in obtaining intended learning outcomes. Every year, a sizable portion of students flunk economics when the results of the public exams are announced. This could be as a result of the fact that some economics topics are difficult for students to grasp. These ideas cannot be taught effectively without using the right instructional materials to make learning applicable. As was already said, academics have stressed the influence of instructional materials on teaching and learning, citing authors like Mutebi and Matora (1994). They claim that we only retain and absorb about 10% of what we hear, 40% of what we discuss with others, and up to 80% of what we really do or practice. But the real issue here is whether or not employing instructional materials affects how well pupils perform in school. Does using instructional resources improve the effectiveness of the teacher’s instruction? Could pupils learn more effectively if teaching materials were used? The goal of this study is to identify solutions to these and other issues.

1.3 STUDY’S OBJECTIVES

Examining how instructional materials affect economics teaching and learning in senior secondary schools in Nigeria is the main goal of this study. The specific goals of this research are:

i. To investigate how the use of educational resources affects the delivery of economics in senior secondary schools in Lagos State;

ii. To determine how much the usage of instructional materials can affect senior secondary school students’ understanding of economics.

iii. To ascertain whether the usage of instructional materials will have any impact on the academic performance of secondary school pupils in Economics.

1.4 QUESTIONS FOR RESEARCH

The following research questions were posed to direct the investigation in order to fulfill the study’s goals:

i. How will the usage of educational materials affect the way economics is taught and applied in senior secondary schools?

ii. How much may the usage of instructional materials affect senior secondary school students’ economics learning?

iii. Will the usage of instructional materials affect the academic performance of senior secondary school pupils in Economics?

1.5 RELATIONSHIP TO OTHER STUDIES

The use of instructional materials in the teaching and learning process enables the student to touch, smell, and taste objects. Because of this, knowledge that is communicated to students at various levels of educational instruction should be carefully planned and supported by the right instructional materials for clarity and comprehensibility. As a result, the educational system, society at large, curriculum planners, teachers, and students all benefit from this research.

Effective use of instructional resources would assist students as they would be able to absorb and retain more knowledge, boosting their performance in the topic. This is due to the fact that learning is the process of gaining, remembering, and applying knowledge, habits, facts, ideas, and principles, and the only method to achieve this is by using instructional materials, according to Nwadinigwe (2000).

The study will help teachers become more effective and productive in the classroom. According to Ekwueme and Igwe (2001), instructors are the only ones who can guarantee the appropriate and effective use of instructional resources, which supports achievement. Because of this, a teacher who enhances his training with quality instructional tools can support the growth of students’ capacity for original and creative thought as well as their capacity for spontaneity and passion. Oremeji (2002) asserts that any teacher who adopts these tools and learns how to use them effectively will find that they provide an almost incalculable benefit to education. He continues by asserting that educational materials are very helpful for acquiring knowledge, deciphering complicated and difficult concepts, igniting cognition, honing observation, fostering curiosity, and embracing individual uniqueness.

The study has effects on the educational system as well as society at large. This is so that the knowledge acquired has a positive effect on society when professors employ instructional materials to enhance their teaching and students learn well. Students will be better able to understand how the economy functions, evaluate the government’s economic policies and initiatives, and make more economically sound decisions about their lives and careers.

1.7 THE STUDY’S SCOPE

The goal of this study is to determine how better economics instruction in senior secondary schools in Oyo State affects students’ performance. Due to time and financial constraints, the study is limited to the Ogbomosho south Local Government Area of Oyo State. This is because the researcher resides in this local government area and, as a result, has in-depth knowledge of the region and its environs. Additionally, only S.S.-2 students from senior secondary schools in Ogbomosho south Local Government Area are included in the study.

1.8 STUDY LIMITATIONS

The delay in receiving data from the numerous respondents was the sole obstacle the researcher encountered while carrying out this investigation. Due to their hectic schedules and the nature of their jobs, the majority of respondents were hesitant to complete the surveys that were given to them. The researcher had trouble getting responses from the different respondents, which almost prevented this study from being successful.

1.8 TERM DEFINITION

The pertinent terms were operationally defined below in light of how they were used in this investigation.

The change (outcome) that is caused in one person or thing by another person or thing is known as a “effect.” This is how an event, action, or person transforms someone or something.

Academic performance is defined as the demonstration of information or abilities acquired and demonstrated in academic topics. Test results or instructor evaluations can serve as indicators of these accomplishments. It is the way the school assesses the quality of the work that pupils produce in the classroom using points or grades.

Utilization: Using something for a certain purpose.

v Teaching aids: Anything the instructor does to make the lesson more engaging and clear.