ABSTRACT
This study was conducted to access the importance of teaching facilities in the teaching of Social Studies in secondary schools in KadunaState. During the study, data were collected by means of questionnaire and it was detected that teaching facility is very important in the teaching of Social Studies in Junior secondary schools. The researcher thereby stressed that teaching facility is very important and therefore should be in any school setting. Furthermore she also stressed that teaching facilities will increase the interest of the students in learning, a development that will enable the child to become a useful person to the society. In conclusion, it was recommended that teaching facilities should be used in every school in Kaduna State for eective teaching and learning process to take place
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
It is well known among educators that, the educational experiences involving the learner actively participating in concrete examples are retained longer than abstract experiences. Teaching facilities add elements of reality by providing concrete examples to learning. Many authors have written on the assessment of teaching facilities both in teaching Social Studies and other related subjects in order to enhance teaching for desired social and behavioural change. These authors include; Mcluhan (1964), Alaka (1978), Kochar (1986), Okafor (1988), Mkpa (1989), UNDP (1998), Heeks (1999), World Bank (1999), Aguokogbuo (2000), Koert (2000), Greenwood (2001), Bozimo (2002), Nwanna-Nzewunwa (2003) and Adekeye (2008). More specially, it was emphasized in the work of these authors that the assessment of teaching facilities is a sine qua non in aecting behaviour of learners of every field, especially social studies. It was equally shown by some of the authors that these materials are important catalysts of social re-engineering and change. It is obvious that social studies teaching and learning cannot be well accomplished without the assessment teaching facilities.
The reason is not far fetched. Advances in technology have brought teaching facilities especially the projected and electronic materials to the forefront as the most radical tools of globalization and social development which have affected the classroom teaching learning situation positively. Such technology or technological breakthroughs as networked and non networked projected and non projected, visual, auditory, audio-visual electronic materials are important landmarks in knowledge transfer. With them both teaching and learning become very pleasant experiences. Teaching facilities possess some inherent advantages that make them unique in social studies teaching. For one thing, they provide the teacher with interesting and compelling platforms for conveying information since they motivate learners to want to learn more and more.
Also, by providing opportunities for private study and references, the learners’ interest and curiosity are increasingly stimulated. Further, the teacher is assisted in over coming physical difficulties that could have hindered his effective presentation of a given topic. They generally make teaching and learning easier and less stressful. They are equally indispensable catalysts of social and intellectual development of the learners. Bolick (2003) pointed to a good relationship between the teachings of the social studies and using of teaching facilities. He argued that while some educators have been fascinated by the potential of teaching facilities to enhance teaching and learning teachers’ lagged behind in using teaching facilities during teaching and learning. Others expressed doubts that teaching facilities will ever incite teaching reform in social studies. Teaching facilities are integral components of teaching learning situation. It is not just to supplement learning but to complement its process.
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