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AN EXAMINATION ON THE ADEQUACY OF RESOURCES IN THE TEACHING OF SOCIAL STUDIES IN SOME PRIMARY SCHOOLS IN OLUYOLE LOCAL GOVERNMENT AREA OF OYO STATE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The learning possibilities supplied in schools make significant contributions to the process of educating for active and responsible citizenship. Effective teaching and learning of a topic, on the other hand, cannot be guaranteed in the absence of instructional resources such as teaching aids. Instructional materials are those that are used to improve teaching and learning. It is sometimes referred to as educational media, teaching aids, or instructional materials. The primary goal of incorporating them into the teaching/learning process is to facilitate learning. Learners are engaged in actions and processes that result in the acquisition of new ideas, skills, attitudes, or behaviors. Such tasks and procedures might be carried out more meaningfully with particular materials, hence necessitating the necessity for instructional materials. The utilization of such instructional materials is especially important in social studies, which is an activity-oriented topic. According to Oni (1992), instructional resources are a strategic aspect in the organization and delivery of education by instructors. This is because they help to elaborate an idea that the instructor would not be able to do without the usage of instructional materials. This helps kids to learn more easily, which improves their academic achievement.

According to Farombi (1998), instructional resources include books, audio-visual materials, software, and educational technology devices. He also believes that the availability, sufficiency, and relevance of instructional resources in classrooms may affect effective teaching, which can improve students' learning and academic achievement. Thus, Farombi's expertise of relating instructional resources opined that students' academic success is crucial in providing quality education. According to Killen (2006), while the issue of resources may be difficult to overcome, the key thing to remember is that teachers should not use a lack of resources as an excuse for poor teaching. The message is that alternatives exist, and teachers should not rely exclusively on the local council for ready-made materials; instead, they should seek out local items and improvise as needed. According to Jotia (2006), the insufficiency of instructional resources and a lack of educational excursions force instructors to employ instructional materials that do not correspond to the intellectual level of the pupils. For example, instead of taking pupils to see a dam, teachers frequently show them two-dimensional graphics that most students never grasp. The absence of proper resources for the students' intellectual level prevents them from actively participating in their learning. According to Survey (1981), the social studies classroom should consequently emphasize the use of teaching tools that will assist mold pupils into forming a democratic character. Ajayi and Ogunyemi (1990) expand on the same concept, stating that when instructional resources are offered to satisfy the relative demands of the teaching process, students will have access to the reference materials indicated by the instructor, and each student will be able to study at his or her own speed. As a result, pupils will do significantly better overall.

1.2 STATEMENT OF THE PROBLEM

The primary purpose of social studies is citizenship education, which aims to prepare citizens to face difficult situations in life with confidence. To put it another way, social studies is expected to teach students how to be functioning problem-solving citizens. Its major goal is to assist young learners in developing the capacity to do well in social studies. As indicated by the yearly PSLE scores from 2004 to 2008, pupils continue to perform badly in social studies. This the resource persons exclaimed that f children fail social studies in elementary school, it follows that they would lack the foundation for civic education as Nigerian citizens, which will have a negative influence on students' individual self-realization, preventing them from utilizing their unique abilities and potential in contributing to the creation of a sustainable democracy. According to Agboola (1990), there aren't many resource centers, and most textbooks are either inadequate, outmoded, overly ambitious and superficially deficient, or overpriced. In addition to the challenges with aids, there is a lack of suitable library resources and competent resource centers to employ in supporting instructors, and the majority of social studies teachers are not well suited to teach the topic. The amount to which teachers utilize accessible instructional tools is also important. Only a few social studies teachers make full use of the numerous instructional resources available. This remark is particularly telling since poor use of instructional materials is a more or less universal issue that is unique to social studies education. Therefore it upon this premise that this study seeks to conduct an examination on the adequacy of resources in the teaching of social studies in some primary schools.

1.3 OBJECTIVES OF THE STUDY

The broad objective of this study is to conduct an examination on the adequacy of resources in the teaching of social studies in some primary schools. Other specific objectives includes:

1.        To investigate the types of  instructional resources applicable to teaching and learning of social studies.

2.        To determine whether there are adequate resources available for teaching of social studies in primary schools.

3.        To ascertain the attitude of teacher towards utilization of instructional material in social studies.

4.        To establish  how  the use of  instructional materials in social studies affect students performance.

1.4  RESEARCH QUESTIONS

The study is guided by the following  constructed derived in line with the research objective :

1.        What are  the types of  instructional resources applicable to teaching and learning of social studies?

2.        Are there  adequate resources available for teaching of social studies in primary schools?

3.        What is the attitude of teacher towards utilization of instructional material in social studies?

4.        How do the instructional materials used in social studies affect students performance?

1.5 SIGNIFICANCE OF THE STUDY

The study will serve as feedback to the education sector especially the departments of Teacher Training and Development and Curriculum and Education. The study will influence policy formulation pertaining to the training of social studies teachers in future. Teachers will also be aided on the efficient use of instructional materials to reach across diverse learners in the teaching-learning process. The study will also serve as a reference material to scholars and student who wishes to conduct further studies in related field.

1.6 SCOPE OF THE STUDY

The scope of this study borders on an examination on the adequacy of resources in the teaching of social studies in some primary schools. It will further  investigate the types of  instructional resources applicable to teaching and learning of social studies, determine whether there are adequate resources available for teaching of social studies in primary schools, ascertain the attitude of teacher towards utilization of instructional material in social studies and establish  how  the use of  instructional materials in social studies affect students performance. The study is  however delimited selected primary school in Arochukwu Local government in Abia State.

1.7 LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only selected  primary school in Arochukwu Local government in Abia State. Thus findings of this study cannot be used for generalization for other primary schools   in other  states within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint  encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

1.8     DEFINITION OF TERMS

SOCIAL STUDIES: It refers to one of the teaching subjects in the elementary school curriculum which deals with the relationship and interaction between people in a society.

STATUS: It is here used as the position occupied by social studies among other school subject in the primary school.

TEACHING: It is used to mean the act of imparting knowledge to the younger generation.

RESOURCE PERSON: It is an individual that is very knowledgeable on a particular field which are invited as guest speaker to present information or fact or to pass their experience to the pupils.

EVALUATIVE: It is the extent in which the specific instructional objectives are to achieved.

INSTRUCTIONAL MATERIAL: Instructional material are material that use or applied to enhance teaching and learning.

ADEQUATE: Adequate is by having requisite or resources to meet a task or sufficient to satisfy a requirement or meet a need.

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