Instructional Materials Utilization and Academic Achievement of Pre Primary School Pupils

Instructional Materials Utilization and Academic Achievement of Pre Primary School Pupils

Abstract

The study on instructional materials utilization and academic achievement in Social Studies among pre-primary school pupils was conducted in Oruk Anam Local Government Area. The population of the study in public primary schools in the study area comprised 1988 primary two (2) pupils in public primary schools in the study area. The sample sizes of 200 primary two (2) pupils were chosen from four (4) primary schools using sample random sampling techniques the study adopted a quasi-experimental design.

Two research hypotheses were stated to guide the study. The instrument used for data collection was Social Studies achievement test (SSAT). Data collected were analyzed using mean, standard deviation and independent t-test. The findings of the study revealed that there is a significant influence of visual and audio-visual instructional materials on pupils academic achievement in Social Studies and also there is a significant influence of concrete and non-concrete instrumental materials on pupils’ academic achievement in Social Studies.

Based on the findings some recommendations were made that teachers should be resourceful and made use of needed instructional materials for effective teaching and learning of Social Studies. Pupils should be encouraged with the help of the teacher to assemble some instructional materials which can be used for teaching and learning of certain topics in Social Studies.

Instructional Materials Utilization and Academic Achievement of Pre Primary School Pupils

CHAPTER ONE

INTRODUCTION

1.1   Background of the study

The teaching and learning of Social Studies is considered as basics for transformation and development of any nation.

According to Udo (2013), Social Studies knowledge is the driving force of the current world and major instrument of globalization.

Umoh (2012) opines that everybody uses Social studies knowledge in one way or the other in solving life problems. Nation that desire to develop scientifically and technologically cannot afford to toy with the Social Studies knowledge for her citizenry. This may be the reason why educationist always shows concern about academic performance of students in Social Studies.

Social Studies are seen as one of the widely offered subject in primary schools in Nigeria. It is also important to pupil’s daily life Akpan (2009) states that Social Studies is a study connected with all aspects of human beings to enable them live a fulfilled, comfortable and full of achievement life.

Williams (2002) noted that Social Studies study people in relation to the social, academic, economic, cultural, physical and psychological lives. Bassey (2009) asserts that Social Studies has to do with all round development of human beings to enable them become useful citizens in the society. Westey in Kochair (2012) saw Social Studies as those portions of the sciences selected for instructional purposes applied to include anything pertinent to the immediate purpose of learning and adopted to the level of comprehension of the pupil. Abdu-Raheem (2011) observed that the objectives of social studies is yet to be achieved as a result of poor teaching and lack or inadequacy of instructional materials and resources in all the schools sampled in his study.

Archibong (2013) states that effective teaching of Social Studies should emphasize active learning. He added that pupils must personally be involved.

Aira (2014) noted that Social Studies teachers in most cases do not use instructional materials in their classes. This implies that most of the Social Studies concepts are taught abstractly. This may be because some of the Social Studies teachers believed that instructional material to be used for teaching the Social Studies concepts are not available or no existence. Even when they are available, there is complaining of lack of money by the Social Studies teacher. This is one of the factors responsible for pupil’s continuous poor academic performance in the subject in public Social Studies examination in Nigeria.

Famen (2005) stated that the availability and adequacy of instructional materials sin schools for the teaching and learning of Social Studies concepts was affected by several factors of which some are how level of educational funding in Nigeria.

Students population explosion and even when provided, they are not related to the Social Studies concepts being taught. Omoseiro (2008) and Akinsola (2000) opine that Social Studies teachers have to do something very urgent towards demystifying the learning of Social Studies at the school. They are also of the opinion that the Social Studies teacher’s should adjust their teaching accordingly and ensure that Social Studies is taught and learned by doing. The implication aim is that when instructional materials are lacking, they should be improvised.

Ibehem (2000) defined instructional material as those materials used for practical and demonstration in the class situation by pupils and teachers. Ikerionwu (2001) saw instructional materials as objects or devices that assist the teacher to present a lesson to the learners in a logical manner. Fadeiye (2005) also saw instructional materials as visual and audio-visual aids, concrete or non-concrete used by teacher to improve the quality of teaching and learning activities in Social Studies.

The task before the teacher therefore is to find a method communicating and sharing his knowledge with the pupils in such a way that they can understand Social Studies concepts and make them less abstract. It is the believe that abstract ideas in Social Studies could be made less abstract to pupils through the use of instructional materials. It is in consonance with the background that the research study is conducted to ascertain the effect of instructional materials utilization in pupil’s academic achievement in Social Studies in Oruk Anam Local Government Area.

Instructional Materials Utilization and Academic Achievement of Pre Primary School Pupils

1.2   Statement of the problem

One of the major problems facing education sector in Nigeria is the low level of the performance of primary schools in both local and 1.3 standardized examination (Uche, 2009). It has become a great concern for researchers, educators and all education stake-holders over the years. It was observed that pupils usually fail in examinations owing to improper teaching methods and lack of essential teaching aids for instructional delivery (Afolabi, 2009).

Though, some teachers believe that they can teach effectively with the traditional talk and chalk method how has this brought a change in interest, understanding, commitment and zeal of pupils in learning and widening the knowledge of the teacher in teaching Social Studies? This study believes that pupil’s academic achievement in Social Studies in primary schools in Oruk Anam Local Government Area is hindered because Utilization of Instructional materials were not encouraged.

Again the utilization of Social Studies instructional materials actually produces the desired influence in teaching and learning of Social Studies to necessitate its adoption of Social Studies teachers. This is the rationale behind the choice of the topic “Instructional Materials Utilization and Academic Achievement of Social Studies among Pre-Primary School Pupils in Oruk Anam Local Government Area”.

1.3   Purpose of the Study

The main purpose of the study is to examine the influence of instructional materials utilization on pre-primary school pupil’s academic achievement in social studies in Oruk Anam Local Government Area. Specifically, the study aimed at the followings:

1. To investigate the influence of visual and audio-visual instructional materials on pupils academic achievement in Social Studies in Pre-Primary Schools in Oruk Anam Local Government Area.
2. To find out the effect of Concrete and Non-concrete instructional materials on pupil’s academic achievement is Social Studies in pre- primary schools in Oruk Anam Local Government Area.

Instructional Materials Utilization and Academic Achievement of Pre Primary School Pupils

1.4   Research Questions

Based on the purpose of the study, the following research questions were stated as:

1. Is there any significant difference between visual and audio-visual instructional materials on pupil’s academic achievement in Social Studies in primary schools in Oruk Anam Local Government Area?
2. Is there any significant difference between concrete and non-concrete instructional materials on pupil’s academic achievement in Social Studies in primary schools in Oruk Anam Local Government Area?

1.5   Research Hypotheses

Based on the above research questions, the following research hypotheses were formulated as:

1. There is no significant difference between in Social Studies academic performance between primary five pupils taught with instructional materials and their counterparts taught without instructional materials.
2. There is no significant difference in academic performance between primary five boys and girls taught Social Studies with instructional materials.

1.6   Significant of the Study

1. The findings to the study will enable teachers and pupils to appreciate the usefulness of instructional materials in teaching and learning of Social Studies.
2. The findings of this study will help school management including the government to identify the need for the

provision of instructional materials for all the schools.

iii.     The findings of the study will serve as a reference material to future researchers that may investigate the same variables.

1.7   Delimitation of the Study

The study is delimited to instructional materials utilization and academic achievement in Social Studies among primary school pupils in Oruk Anam Local Government Area. Its do not extend its scope to any other Local Government Area in Akwa Ibom State.

1.8   Limitations of the Study

The major limitations experienced in the study were:

1. Time constraint due to shortness of research period and other academic activities in the school.
2. Inadequate funds was another problem experienced by the researcher. This hampered productivity, though what is done can suffice for the objective of mind.

iii.     Unavailability of some of the research materials also contributed to some of the limitations in the research.

1.9   Operational Definition of Terms

Academic Achievement: This refers to the level of pupils’ responsiveness in school subject in term of average.

Instructional Materials: These are materials that are designed for use to teachers and pupils as a learning resource and its help pupils to acquire facts, skills or opinions or to develop cognitive process.

CHAPTER FIVE

SUMMARY, RECOMMENDATION AND CONCLUSION

5.1   Summary

The study undertaken to determine the effect of instructional materials utilization on pupils’ academic achievement in Social Studies in Oruk Anam Local Government Area. In order to achieve purpose of the study, two specific objectives were drawn which aided the formulation of two research hypotheses.

A quasi-experimental research design was adopted for the study. The population of the study comprised of all the primary five (5) pupils in the study area which amounted to 1,988 pupils. Random sampling method was to select four (4) schools out of eleven (ii) public primary schools in Oruk Anam Local Government Area and fifty (50) primary two (2) pupils were selected from each of the schools which made the total of 200 as sampling size for the study. The instrument used for data collection was Pupils’ achievement test in Social studies (PATSS). Data generated were analyzed using  t-test statistics.

The result of findings showed that the use of instructional materials in teaching Social Studies enhance pupils’  academic achievement in the subject.

5.2   Recommendation

The following recommendations are made based on the findings of this study:

1. Teachers should be resourceful and made use of needed instructional materials for effective teaching and learning of Social Studies.
2. pupils should be encouraged with the help of the teacher to assemble some instructional materials which can be used for teaching and learning of certain topics in Social Studies.

iii.     Regular workshops should be organized for teachers to broaden their knowledge on the use of instructional materials in teaching/learning of Social Studies.

1. Teachers of Social Studies should endeavours to make use of instructional materials. This will enhance pupils’ academic achievement.
2. Government should assist in the supply of good instructional materials for effective teaching and learning of Social Studies in the schools.

 5.3   Conclusion

Based on findings of the study the following conclusions were drawn:

1. There is a significant difference between academic achievements of pupils taught with instructional materials and those taught with instructional materials in Social Studies in Oruk Anam Local Government Area.
2. There is a significant difference in academic achievements in Social Studies between male and female pupils taught using instructional materials in primary schools in Oruk Anam Local Government Area.