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ABSTRACT
ThisstudyiscarriedouttoInvestigateintoperceivedteachers'difficultiesinusinginstructional aid'sforteachingEconomicsinflorinEastLocalGovernmentAreaofKwaraState Forthepurposeofthisstudy,fiveschoolsoutofelevensecondaryschoolsinthelocal governmentwereused.Questionnairesontheperceivedteachers'difficultiesinusing instructionalaids'weregiventorespondentstofill.Datawerecollectedfrom therespondents bytheuseofquestionnaire.Percentagesdescriptionwasusedtoanalysethedatacollected. Thefindingsoftheresearchshowedthattherearelotsofproblemsfacedbytheteachersof Economics,whichadverselyaffecttheperformanceofthestudentsinEconomics. Theresultshowedthattheworkshopshouldbeorganisedcontinuouslytoupgradethe knowledgeofEconomicsteachersontheuseofinstructionalaids,expansiononthetime allocatedfortheteachingofEconomicsforeffectiveutilizationofinstructionalaids, administratorsshouldbereadytocarryoutsupervisionsoastoensuretheimprovisationof someoftheinstructionalaidsbytheEconomicteachersandahostofothersinordertohelp theteachingofEconomicsinoursecondary Atlast,recommendationweremadethattherewouldbeeffectiveutilizationofinstructional aidsforteachingEconomicsandconsequently,improveacademicperformancesofthe studentsinEconomics.
TABLEOFCONTENTS
Titlepage Certification Dedication Acknowledgements Abstract TableofContents CHAPTERONE:INTRODUCTION BackgroundtotheStudy StatementoftheProtilem PurposeoftheStudy ResearchQuestions SignifleanceoftheStudy
SampleandSamplingTechniques Instrumentation ValidityoftheInstrument ReliabilityoftheInstrument AdministrationoftheInstrument DataAnalysis CHAPTERFOUR:RESULTSANDDISCUSSION Results DiscussionofResulta CHAPTERFIVE:SUMMARY,CONCLUSIONAND RECOMMENDATIONS Summary Conclusion
ImplicationsoftheStudy Recommendations LimitationsoftheStudy SuggestionsforFurtherStudies References Appendix
diAbilitytounderstandandexplainthebasisandstructureoftheWestAfricanEconomy includingtheroleofspricultureindustry,miningandtheircontributikantavenationalincome. elAbilitytofollowtheroleandstatusofWestAfricaCountriesininternationalEconomics relationship 1 )Appreciationoftheproblems,whichWestAfricanCountriesencounterintheireconomic development. Therearemanymethodsinteachingeconomicsinordertoachievetheaimsandobjectivesof thesubjectmatterasstatedintheCurriculum andSyllabusasfollows aiDemonstrationmethod b)Fieldtripmethod c)Discussionsolvingmethod diProblemssolvingmethod elModularinstruction,etc. Inordertoimplementtheabovemethods,mstructionalmediaresourcesshouldbeused,such mediaresourcesinclude:audiomedia,audiovisual-media,realia,projectedmedia,etc. AccordingtoOgunmilade( 2000 ),theuseofinstructionalmaterialshavebeennoticedtohavea lotofproblem suchasv
Thereisaninsufficiencyofmaterialtogoroundforuse 1 )Thereisanmadequateofpersonnelorspecialisetrainusersofthematerialsinschools iii)Notmanyteachersorpeoplehaveseentheneedfortheiruses iv)Thereisanimpressionthatthenewtechnologywouldreplacethteacherhenceteacherssee them asthreattotheirencyclopediapositionofspecialistinknowledgeofvillage Thereisadelayisthesupplyofmaterialsfrom government vilThereisincidenceoflazinessonthepartofsometeacherstotrytouseleavealongand makehismaterials. viilThereislackofinfrastructuresengstablelighting vunInstructorsarenotwellversedandnotprobablytrainedtotheuseoftheinstructional materialsareratherusethechalkboardbetterthantocreatematerials StatementoftheProblem Nigeriabeingadevelopingnationneedstohavegoodeconomiststhatcombinetheorywith practical.Toproducethesecconomists,weneedtoteachEconomicsinsecondaryschools, anthvariousmethodsthatdemandgooduseofresourcemedia.TheEcomonticsteachermost knowhisjobandhaveintereststoimpactknowledge,alsotheteacher.shouldbearinmindthat thereistheneedtodeveloptheindividuathroughinquiringexplorationandproblem solving approach,andbythiseffectiveteachingandnaingwilltakeplace Moreso,theuseofresourcemediainteachingandlearninghasnotreceivedthedueattention
Amongotherthingsthestudywillfindoutthesourcesofthesemediaresources.Attemptwill bemadetofindwhethertheavailableonesarebeinigproperlyusedandthehindranceagainst theuseofthesemediaresourcesinourseniorsecondaryschools Manyschoolsarenotprovidedcenterformediaremurces Thecriteriatobeconsideredbeforeweselectinstructionalmaterials Theimpactsoradvantagesofteacherwhenusingtheinstructionalmaterialsduringthelesson ResearchQuestions Inordertohaveareliableresearch,thefollowingresearchquestionsareformulated: AretheremediaresourcesforSeniorSecondarySchools? iilWhatarethemediaresourcesavailablefortheteachingofEconomics? Arethemediaresourcesinthesecondaryschooladequate? iv)Arethemediaresourcessuitableforinstructionalpurposes? v)DoesthemediaresourcehaveanysignificantontheteachingofBennomics? SignificanceoftheStudy Thesignificanceofthestudyisgoingtobeagoodadvantagetoschoolproprietors,the students,andeducationalplanner's,parentsandthegovernment.
Thestudieswillberelevanttotheeducationplanningagencyofthegovernment;itwillshowin cleartermsthefacilities,(mediaresources)thatwillbeneededbythestudentsinordertomake thelessonmeaningfultothem.Thesewillthersserveasaguideforeducationprojectplanning andimplementation Attheendofthestudy,theparentsbeexposetosomeofthemediaresourcesthatcanbe provideathomeforhomelessenAlsoitwillenlightensomeschoolproprietors,teachesonthe varioustypesofmediaresourcesthatcanbeprovidedintheirschools,foraffectiveteaching Thisresearchworkwillalsohelpteachertolenosethatmediaresourceassistsomuchwhen disseminatinginformationtothestudentsandtriedtoreducefatigueandinwhichthelearning willbemeaningfultothestudents. DelimitationoftheStudy ThestudywillfindouttheanalysisofavailablemediaresourcesfortheteachingofEconomics insomeSeniorSecondarySchoolsinllorinEastLocalGovernmentAreaofKwaraState.The researchinlimitedtofive( 5 )SecondarySchoolsinIlorinEast.Theseschoolsare GovernmentDaySecondarySchool,Ayetoro-Oja,Tapa GovernmentDaySecondaryOja-Gbooro,lorin. ii)CommunitySecondaryschoolOke-OyiOja iv)GovernmentDaySecondarySchool,Karuma,Ilorin v)GovernmentsecondaryschoolMaraba,Ilorin.
CHAPTERTWO
REVIEW OFRELATEDLITERATURE
Thischapterisconcernedwiththeopinionofvariousresearchersasregardstoanalysisof availablemediaresourcesfortheteachingofEconomicintheSeniorSecondarySchoolinflorin EastLocalGovernmentArea,KwaraState.Theliteraturereviewthereforecovers thefollowareas: 1 )TheimportanceofthestudyofEconomics ii)Anoverviewofseniorsecondaryschoolstudents'performanceineconomics( 2001 - 2004 )in lorinEastLocalGovernmentAreaofKwara State: iii)Instructionalresources,historicalbackground,definitiontypesanduses. iv)Producingandutilizinginstructionalresourcesimportanceandproblems. viInfluenceofInstructionalresourcesonstudentsperformance. vi)AppraisaloftheLiteratureReviewed TheImportanceoftheStudyofEconomics
TheimportanceofEconomicsasasubjecttoanindividual,firm andthegovernmentcannotbe overemphasized.Itisparamountforustoknowthemeaningandconceptofeconomicinreal lifeandintheNigeriacurriculum ofeconomics.Themeaningofeconomicsisrelatedtowhat Economicsisabout?Itisastudyofwealthofhumanbehaivourorofscarceresources?The scopeofeconomicisverywide.Itconcludesthatthesubjectmatterofeconomics,weather economicsisascienceoranartandwhetheritisapositiveornormativescience.Fraserhas classifiedthedefinitionIeconomicsintotwotypes,thedefinitionisrelatedtowealthand materialwelfare,whiletheotheroneisthatofscarcityofmean.Thewealthandmaterial welfaredefinitiongivenbyFraserisdividedintotheclassicalviewofAdam Smithandhis contemporariesandtheneo-classicalviewofMarshallandhiscontemporaries.Theclassical economistbeginningwithAdam SmithdefinesEconomicasthescienceofwealth.Adam Smith defineditasthe"natureandcauseofwealthofnationwherebyitproposaltoenrichboththe peopleandthesovereign"(Jhingan, 2003 ). However,thedefinitiongivenbysomeEconomicsintheclassicalpointofviewwasgreatly criticizedandregardunstablebecausethisconceptionofeconomicsasascienceunstable becausethisconceptionofeconomicsasascienceofwealthlaidexclusivestressonmaterial wealthAndthedefinitiongivenbyAdam Smithandhiscontemporariesofraisedontheword materialswealth,theclassicaleconomistnarrowedgoods andservices,suchasdoctors,teacher,etItwasduetotheexclusiveof alleconomicsactivitieswhicharerelatedtotheproductionofnon materialofgoodsandservices,whichgivenusetothenew-classicalpoint ofviewoneconomics,theneo-classicalschoolofthoughtledbyAlfred Marshallwhichgaveeconomicarespectableplaceamongsocialscience Sincethegeneralizationofthetheoryofvalueareapplicabletothebehaviourofanisolated manortobeexecutiveauthorityofacommunity,society,astothebehaviourofmanin exchangeseconomy.Therefore,economicshouldberegardedasahumanscience.Healso
EconomicisnotImmunefrom theProblems. Apartfrom theseproblems,thereareothers,Hanson( 2003 ). observedthatmostoftheseinstructionalmaterialsareexpensivefor example,instructionalmaterialssuchascomputerandrelatively expensive,locallymadematerialsarecheapbutareaswherethe materialsaregotteneasilytheyexpensivetogetandafterassemblingthe materialitmighttakemorethanusual AccordingtoAdegbita( 2000 ),wheninstructionalmaterialsareadequatelyutilized,theyprovide enoughvarietiesofresources,whichmayhelpteacheslearneraccordingtotheirabilities, interestandspeed.brighterstudentsandlearnersarenotindulydelayedwhileslowlearners cangoattheirownwaywithoutbeingunnecessarilyrusted.Thispromotesconfidence,self- relianceandasenseofachieveinindividuallearnerprogrammedinstructionandselfstudy guidesareexcellentexampleofindividualizedinstructionalmaterialswhichstimulatesself- activityandindependence. NationalPolicyonEducationFGN( 2004 ),statesthatmoderneducationalteachingshall increasinglyusedandimproveduponatalllevelofeducationsystem.Also,underthesame policyineducationFGN( 2004 : 51 ),statesthateachstatesandlocalgovernmentauthorityshall establishteaches'resourcewhereteacherswillmeetfordiscussion,Investigationstudy workshop,schoolcourseandconference.Thesecentersshallalsobeusedforthedevelopment andtestingofteachingmaterials.TheNationalPolicyonEducationFGN( 2004 : 51 )section 101
(b)FederalandStateGovernmentsshallestablishededucationalresourcecentreswhose activitiesshallbemultidisciplinary. Theirfunctionsinclude TheenhancementofthestudylanguagescienceandmathematicsinTheyshallprovideforthe needofspecialeducationandserveasfoolforeducationinnovationintroducedbytheNigeria EducationResearchandDevelopmentCouncil(NERADC). InstructionalResources:HistoricalBackground,Definition,TypesandtheirUses AccordingtoAdegbija( 2000 )opinedthat;instructionalmediawhichcouldbelabeledteaching apparatus,teaching-aids,audio-visualaids,andmostcurrently,instructionaltechnology informationandcommunicationtechnology,datestoasbackasthecolonialcra.Thiswasan erawhentheuseofteachingaidswasencouragedmostlybythecolonialmastersto supplementclassroom teachingItwasparticularlyemphasizedinteacherstraininginstitutions wherestudentteachersweretaughtandmadetouseteachingapparatus"tomaketheirlessons effectiveduringteachingpractice. Adegbija( 2000 ),explainedthatby 1950 's,however,theinspectoratedivisionofthevarious ministriesofeducationinNigeriaplacedmachemphasisontheroleofpiecesofapparatus"in teachingpracticeandclassroom thislasteduntilthe 1960 'swhenemphiswasplacedintheuse ofaudiovisual-aidsduringteachingpracticeHeobservedthatitisinterestingtonotethatthe applicationandutilizationofinstructionalmaterialsgetitspeakintheseventiesandearly eightiesThecontributionfactorthanwasthatmaterialswerechoap,readilyaccessibleand couldbeeasilypurchased.Bothteachersandstudentteachersdidnothavemuchproblem in purchasingandacquiringinstructionalmaterialbecausethe"oldboom madealotofmoney availableinthecountry.Butassoonasthegooddayspassedandinflationsetinthemiddleof theeightiesanduptilltoday,ithasbecomemoredifficulttogetsomeoftheseinstructional materialsStudents,teachersandindeedallothertrainers,whetherestensiononarinformal education,requiredtomakeuseofthesematerialsduringtheirservicehavebeenmostly affected.Importationofbothsoftwareandhardwarebecomesalmostimpossiblewhilethe escalatingcostoflocallyproducematerialsbecomesridiculous. AccordingtoAjayi( 2000 ),instructionalmediaareallthestrategiesandchannelthroughwhich information,factormessagesaretransmittedfrom thesourcetothedistinctionorreceivers (thelearner).
ontheprojectorssuchastransparencies,slides,film tripscassette,booke.t.carereferredtoas softwareSoftwarethereforeistheinformationorprogram storagefacility Audiomedia:AccordingtoYusuf( 2000 ),audiomediaofferwiderangeofopportunitiesfor groupsorindividualsuse.Theycanbeusedtodeliverinstructioninvolvingverbalinformation, alsoforguidingthelearningofintellectualandmotorskillwiththeavailabilityofsmallcompact cassette,recorderaudiomediacanbeproduce,itcanalsobeusedtosupplementothermedia likefilm slipsandslides, Regalia:Yusuf( 2000 )seesregaliaarerealthingsorobjects(asopposedtorepresentationor models).Theyareanimals,amongothersspecimens,exhibit,cutawayobjectsaresomeofthe classificationandforregalia. Audiovisualmedia:Theyaremediathatappealstoboththesenseofhearingandthesenseof seeing.Theyincludevideosystem.television,films,drama/demonstration(Adegbija 2000 ) ResourcesPersons:AccordingtoAdegbija( 2000 )explainedthataresourcepersonisanexpert inaparticularfieldofstudywhichisbroughtintotheclassroom forthestudenttolearn,these includeprofessionals;e.gDoctors,Lawyers,Accountants,AgriculturistandSpecialist. CommunityResources:Adegbija( 2000 ),opinedthatcommunityresourcesarematerialsthat areobtainedfrom thecommunitywhichhelpstofacilitieslearningprocess.Wehavedifferent landofcommunityresourcesandtheyincludethefollowings;Airport,Artgalleries,Bank, Hysterical ResourcesCenter:aresourcescenterisaplacewherewiderangeandvarietyofeducational materialsandequipmentofinformationwstored.Furthermore,itisaplacewhichoffersservice andfacilitiesfeeffectiveutilizationofavailablematerialsandequipmenttoprovidethe allaymentofinstructionalobjectives.Theseincludeconference,educationresourcecenter, libraries,seminarsandworkshop(Adegbija: 2000 ) SimulationandGames:ItwassaidinthewordofAdegbija( 2000 ),thatinstructionalgamesis directedtowardsachievingaspecificinstructionalobjectivesgenerallyagameisanactivityin
whichplayersstrivetowardtheattainmentofagoalwithinprescribedruleswhichwasquoted by(NenohMolendaandRussal, 2002 ). TheInternet:Thiscomplexdecentralizedcommunicationnetworkshadbegunsincethe 1980 's ontheindustrializedorscientificworld.However,ithasexpandedsomuchthatitcurrently believedtobeservingupto 40 millioncomputersandusesworldwide.Lange( 2000 ),itisoften referredtoasthe"netofnetbecauseofthefactthatitprovidesthefacilitythathelptomake useofsimplebuildingblockstodevelopusefulinformationandcommunicationtools. InformationSystem orTechnology:Thisisanaccesstoinformationindatabaseandactive system.Alibraryorspecialistcantheninterpretandusethedatabase,exampleofthisisthe useofinformationtechnologytoanalyzedmarketprice,malnutrition,etc.(Ogunmilade, 2005 ). TheGophers:Thisdealsmainlywiththeretrievalandsupplyofinformationanywhereinthe world.Thisisdonebytheseverretrievingthedocumentfrom thedatabaseanddeliveringitto theclientandhe(theClint)willthenviewonthescreen(BlitheLord,R 1999 ) TheWorldWideWeb(www):Thisissimilarinoperationtogophersexceptthatwhilethe gopherserveispresentedaverarilialmenu.TheWorldWideWeb(www)isacollectionofhypes testdocumentswhicharepresentedinanon-linearformat.Asthenameimplies,the documentsarelinkedonetoanothertherebyformingawebofdocument.Thedocuments,are writteninHigherTestMakeupLanguage:(HTNL)andtheHyperThatTransferProtocol(HTTP) andtheInform ResourcesLocators(IRL)areusedfortracingthedocumentorasthesever clientprotocol(BlitheLord, 1999. TheComputers:Thesearetheelectronicmachinesthatassemblestore,correlate,processand printtheinformationormessageofallthenewmediadiscussedinthissection,thecomputers arefactbecomingahouseholdnameeveninthedevelopedcountriesTheypossessall attributesofinstructionalmedialalreadydiscussed(Kamp, 2004 ).
ProducingandUtilizingInstructionalResource:ImportanceandProblems;Thisstudyis
abouttheproductionandutilizationofinstructionalresourcesinoursecondaryschoolfor teachingandlearningofeconomicstheresearcherthroughhisstudyoninstructionalresources anditsimportancehasseenthereasonwhyeachschoolshouldhaveenoughinstructional materialstoteachthestudentsforeasyunderstandingofthelessonandquickassimilation
