TABLE OF CONTENTS

Title Page                                                                       i

Certification                                                                            ii

Dedication                                                                     iii

Acknowledgement                                                         iv – v

Table of Contents                                                          vi – viii

Abstract                                                                         ix – x

CHAPTER ONE:      INTRODUCTION

1. Background of the Study                                               1 – 11

1.2     Statement of the Problem                                              11 – 13

1.3     Research Questions                                              13 – 14

1.4     Research Hypotheses                                           14

1.5     Purpose of the Study                                           14 – 15

1.6     Significance of the Study                                               15 – 17

1.7     Scope and Limitations of the Study                     17 – 18

1.8     Operational Definition of Terms                          18 – 19

CHAPTER TWO:        REVIEW OF RELATED LITERATURE

2.1     Concept of Instructional Materials                       21 – 25

2.2     Types of Instructional Materials                          25 – 29

2.3     Criteria’s for Selecting Instructional Materials on Learning of Economics                                         29 – 30

2.4     Objectives of the Lesson to be Taught                           30

2.5     Contributions of Instructional Materials on Learning of Economics                                         31

2.6     Problems Militating Against the Influence of

Instructional Resources in Learning of Economics        32 – 33

2.7     Review of Empirical Studies                                33 – 40

2.8     Appraisal of Literature Reviewed                        41 – 43 

CHAPTER THREE:    RESEARCH METHOD

3.1     Research Design                                                   45

3.2     Population of the Study                                       45

3.3     Sample and Sampling Technique                         45 – 46

3.4     Research Instrument                                            46

3.5     Validity and Reliability of the Instrument            47

3.6     Procedure for Data Collection                                       47

3.7     Method of Data Analysis                                               48

CHAPTER FOUR:       PRESENTATION, ANALYSIS OF DATA AND DISCUSSION

4.1     Hypothesis Testing and Discussion                     49 – 59

4.2     Discussion                                                            59 – 60 

CHAPTER FIVE:        SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1     Summary of the Findings                                              62

5.2     Conclusion                                                           63

5.3     Recommendations                                                         63 – 64

5.4     Suggestions for Further Studies                                     64

          References                                                            65 – 71

          Appendix                                                             72 – 74

ABSTRACT

This research work investigated the perceived influence of Instructional Materials on Learning of Economics in Senior Secondary Schools in Ogbomoso, Oyo State. Specifically, the study was: Does the utilization of instructional materials influence the teaching of economics in senior secondary school in Ogbomosho, and could students learning be advanced by the use of instructional materials in Ogbomoso? Descriptive research design of survey type was used for the study. The total population of study comprised 200 respondents in selected schools in Ogbomoso of Oyo State. A multi stage technique of purpose sampling technique, proportionate sampling technique and simple random sampling technique were used for the study. The instrument used for data collection was self-structured question tagged on perceived influence of Instructional Materials on Learning of Economics in Senior Secondary Schools in Ogbomoso Questionnaire. Inferential statistic of chi-square was used to analyze the postulated hypotheses at 0.05 alpha level. The study revealed that: there is a significant difference in the perceived influence of instructional materials on the learning of Economics in Senior Secondary School in Ogbomoso based on student’s gender with calculated t-value of 2.19 is greater than the critical t-value of 1.96; there is a significant difference in the perceived influence of instructional materials on the learning of Economics in Senior Secondary School in Ogbomoso based on student’s school location with calculated t-value of 2.38 is greater than the critical t-value of 1.96. Based on the findings of the study, it was concluded that; there should be seminar giving to the teachers on the importance of instructional materials, Government should provide instruction materials to all the schools so that the teacher will not lack instructional materials during learning from the students, and parents should encourage their children on the importance of instructional materials in the learning.

CHAPTER ONE

INTRODUCTION

Background of the Study

Instructional materials according to Emma and Ajayi (2004) are those things which help learning and teaching process. It helps to promote understanding of the concept and generalization by making lesson practical and realistic. Any teacher who has the interest of the student at heart is bound to think of the ways and means he will employ to make his learning process more effective and more interesting to the students.

Health on the other hand, is been defined by the World Health Organization (WHO) ‘2004’ as a state of complete, physical, mental and social wellbeing not merely the absent of disease or infirmity. According to Odue (2011) economics is a process o acquiring health information to make judgement on health behaviour and practices. Economics is sum of all experiences that will develop desirable attitudes, practices and knowledge of an individual, family or community health. The emphasis in economics also includes a teaching and learning transaction between the health teachers and the recipient or students.

The influence of instructional materials in promoting students’ academic performance and learning in educational development is indisputable. The teaching of Economics in Nigeria secondary schools needs to be properly handled. The materials used by the teachers to teach and drive home their subject points at the primary and secondary school levels of our education system is incontrovertibly a paramount important issue.

Instructional materials assist teachers to make their lessons explicit to learners. They are also used to transmit information ideas and notes to learners (Ijaduola) (1997) instructional materials include both visual and audio-visual such as pictures, flashcards, posters, charts, tape recorder radio, video, television, computer among others. These materials serve as supplement to the normal processes of instruction.

Instructional material is crucial to learning processes. A dedicated classroom teacher feels satisfied when he realizes the objectives he has set out to achieve for every lesson. In order to achieve this, a trained teacher employs a number o methods, design and actions, one o which includes the use of instructional material. Instructional materials are referred to as the source which both the teachers and students use for the purpose of effective teaching and learning. Okwo (1996) defined instructional materials as those materials that teachers can use in teaching to facilitate the learning of a particular subject or lesson.

The lists o instructional materials are inexhaustible and their limit is the teacher’s level of resourcefulness, creativity and imagination. Rominszowski (1996) listed instructional material to include newspaper, magazines, pictures, textbooks, chalkboard, laboratory equipment, posters, builletings, journal, radio, television, audiocassettes, tapes, film scripts and slides. Others are overhead and opaque projector, real objects and computer. Okebukola (2003) described instructional materials as information multipliers because they are capable of providing learners with opportunities to learn beyond teachers capabilities when utilized for instruction.

   Utilization of instructional material is the act of using and applying the available instructional material in the actual teaching/learning process. Where resources are supplied or instructional use, teachers are expected to utilize them to support a smooth and meaningful flow of instruction and promote understanding of the content being taught. To facilitate the learning of economics in secondary schools, the skilful teacher can select those instructional materials that are relevant to the economics curriculum. This could be implemented from the numerous instructional materials that abound in the market or that are available in the school. When instructional materials are not utilized, permanent learning are difficult to take place because students cannot actively participate in a way that challenge them to think creatively.

Economic as a subject came into, existence since 1776 via the publication of Adam smith the protagonist o the classical school of thought, and since then it has assumed many roles especially in both political and educational circles. Economic is an important subject that must be credited by students before gaining admission into any tertiary institution especially the university to study relevant courses like Accountancy, Business Administration, and insurance etc. the importance and technicality of this subject makes it necessary that relevant courses like Accountancy, Business Administration, and insurance etc. the importance and technicality of this subject makes it necessary that relevant instructional materials should be used to teach. This fact is supported by Macaulay (1998) who asserts that visual aids make lesson come alive and helps students to learn better. It is against this background that this study attempts to examine the extent to which the effect of instructional materials could advance senior secondary school students performance in Economics.

Poor academic achievements in Economic could be attributed to many factors among which teachers strategy itself was considered as an important factor. This implies that the mastery o economics concepts might not be fully achieved without the use instructional material. The learning of economics without the use of instructional materials may certainly result in poor academic achievement. Franzer Okebukola and Jegede (1992) stressed that a professionally qualified science teacher no matter how well trained will unable to put his ideas into practice I the school settings lacks the equipment and materials necessary for him or her to translate his competence into reality.

Bassey (2002) opined that science is resource intensive, and in such a period of economic recession, it may be very difficult to find some of the electronic gadgets and equipment for the learning of economics in schools adequately. A situation that is further compounded by the galloping inflation in the country and at times some of the imported sophisticated materials and equipment are found expensive and irrelevant, hence the need to produce materials locally. Researchers such as Obioha (2006) and Ogunleye (2002) reported that there were inadequate resources for teaching science subjects in secondary schools in Nigeria. They further stated that the available ones are not usually in good conditions. There is the need therefore for improvisation. Adebimpe (1997) and Daramola (2008) however noted that improvisation demands adventure, creativity, curiosity, and perseverance on the part of the teacher, such skills are only realizable through well planned training programme on improvisation.

In Nigeria, for example experience has shown that spoken morals alone in the communication of idea are grossly ineffective and inefficient in producing desired learning outcomes. Abdu-Raheem (2011) in her work asserted that non –availability and inadequacy of (IM) are major cause of ineffectiveness of the school system and poor performance of students in school. Ogbonna (2014) observed in his research that there are lot of factors imitating against the effective learning of economics in secondary schools which includes lack of instructional materials, poor methodology of teaching, attitude and interest of the students in learning of economics. According to Adeniyi (2000), the effect of instructional materials to communicate more permanently, health related issues and information is retained when supplemented with aid; certainly instructional materials when carefully selected and skilfully used will make learning more effective. Therefore it becomes necessary to investigate the effect of instructional materials in learning of economics. Using secondary schools in Ogbomosho town as a case study.

However, man and animal possesses the necessary abilities or learning in other words they are potential learners. Certain factors within and outside the learner determine how effectively each individual learn. They are internal when they lie within the individual and external when they lie outside the learner or individual as the case may be. Instructional materials can be in different forms such as textual and non-textual, the visual and auditory and audio-visual. Benson (2003), indicated that there is a need for research on the use and effectiveness of instructional materials in economic classroom that would enhance its learning. Since instructional materials are said to be numerous and varied for a subject, the government may not have enough resources to effectively provide all that is required. This is because most factory-finished materials are very expensive due to various factors and inputs in the production process and sometimes the length o time taken to being out the finished materials. This situation now challenges a practicing teacher to explore his environment and discover materials which can be used in place of the factory finished or imported ones. The teacher’s effort to find alternative for the supply of locally made material elicits the innate act of improvisation. Given the inadequate provision of instructional material on learning economics, improvisation for learners in urban and rural secondary schools becomes very necessary if students, must be properly taught.

   Improvisation is the act of preparation of the replicas of real substances using costless or cheap locally available materials. Improvisation according to Mogbo (1994) refers to the invention, construction, collection, creation, modification, production and substitution of material for teaching-learning process in the absence of professionally made ones. Improvisation involves the act of making suitable substitute for the real thing. It also involves the act of making suitable substitute or the real thing. It also involves designing or constructing an equipment or tool by a teacher or with the help of some carpenters, blacksmith, and trade centres. Alterhaug, (2004) noted that when teachers improvise instructional materials, they generate new processes in which learning insight and knowledge acquisition beyond basic level of learning can be achieved, thus providing a platform for further development in a variety of contexts.

In other words, the activity of the teacher which aimed at improving the sensory experience o the ideal is regarded as improvisation. The teachers are to show positive attitude towards the improvisation of instructional materials in the absence of professionally made ones. They are to be aware that the era of mere rhetoric has gone when textbooks and chalkboard were the only way out. Okpala (2005), stated that “improvisation is teacher’s center activity” and it is therefore, the urban/rural teachers who through their resourcefulness improvise and utilize a variety of instructional materials for effective teaching and learning. Economic teachers in urban areas are those that teach in schools located within urban areas characterized by many amenities like big markets, television networks, pipe-borne water, road networks, hospitals companies, and banks. Those in rural areas teach in school located within the area where many amenities are lacking. When learners are taught using instructional materials, they learn faster and retain facts better (Alterhaug, 2004).

1.2     Statement of the Problem