1.0 Introduction
1.1 Background of Study
The integration of instructional materials into teaching and learning processes has a long-standing history within the global education system. Historically, teaching relied primarily on oral methods and the use of handwritten texts. However, as educational theories evolved, educators began to recognize the importance of visual and physical teaching aids in enhancing students’ understanding, especially in abstract subjects like Economics (Farrant, 2004). In Nigeria, the teaching of Economics as a subject in secondary schools formally began in the 1960s following the country's independence. During this period, there was a strong emphasis on equipping students with practical knowledge of social sciences to promote national development. However, instructional materials at the time were largely limited to textbooks imported from Britain, with little relevance to the Nigerian economic context (Uche & Enukoha, 2010).
The importance of instructional materials in the teaching and learning process cannot be overemphasized, especially in subjects like Economics, which involve abstract and theoretical concepts. In Nigeria, the teaching of Economics in secondary schools faces numerous challenges, ranging from insufficient qualified teachers to the inadequate provision and utilization of instructional resources. According to Agwu (2018), economics, as a discipline, is pivotal in equipping students with knowledge and analytical skills needed to understand economic issues and make informed decisions as citizens. The subject addresses complex topics such as inflation, exchange rates, demand and supply, monetary and fiscal policies, and economic planning, which can be difficult for students to grasp without the aid of concrete instructional tools. Instructional materials serve to make these abstract ideas more tangible, thereby improving comprehension and retention (Agwu, 2018).
Okebukola (2017) stated that, the effectiveness of instructional materials is closely tied to the ability of teachers to integrate them into their teaching strategies. In many cases, Economics teachers rely heavily on traditional chalk-and-talk methods, neglecting the use of visuals, models, and digital tools that could enhance learning outcomes (Okebukola, 2017). Consequently, students become passive learners, leading to poor performance and low interest in the subject.
Instructional materials according to Ikehi, Ifeanyieze & Ugwuoke (2014) refer to all the tools, resources, and equipment used by teachers to facilitate the effective teaching and learning process in classrooms. These include textbooks, charts, audio-visual aids, models, realia, and digital tools, all of which are designed to enhance students' understanding of abstract concepts (Ikehi, Ifeanyieze & Ugwuoke, 2014). in the context of secondary school education, particularly in a subject like Economics, the use of appropriate instructional materials is vital in simplifying complex ideas, increasing student engagement, and improving academic achievement.
Economics, as a social science, deals with the study of how individuals and societies utilize limited resources to satisfy unlimited wants. This discipline involves abstract concepts such as inflation, demand and supply, opportunity cost, national income, and balance of payments, which often require visual and practical illustrations to be effectively taught and understood (Adekunle, 2016). In Nigeria, the effectiveness of Economics education in secondary schools has been a subject of concern due to persistent issues such as lack of qualified teachers, inadequate instructional materials, and overcrowded classrooms (Okoro, 2020). Therefore, this research study seeks to explore the Effect of Instructional Materials on the Learning and Teaching of Economics in Senior Secondary Schools in Nigeria.
1.2 Statement of Problems
Investigation revealed that teachers often rely on traditional lecture methods, which are largely ineffective in simplifying complex topics such as inflation, balance of payments, and national income. Without visual or practical representations, students struggle to comprehend these ideas, resulting in a lack of interest and poor retention of knowledge (Yusuf & Onasanya, 2015). Also, many rural schools still depend solely on chalkboards and textbooks, leading to inequality in the quality of Economics education received by students across different regions (Ogunlade, 2020).
Furthermore, inadequate funding, poor maintenance, and insufficient government support continue to hinder the acquisition and regular use of updated instructional resources in schools (Okebukola, 2017). It is against the backdrop that this study seeks to explore the Effect of Instructional Materials on the Learning and Teaching of Economics in Senior Secondary Schools in Nigeria.
1.3 Aim and Objectives of Study
The aim of this study is to examine the Effect of Instructional Materials on the Learning and Teaching of Economics in Senior Secondary Schools in Nigeria.
To achieve this aim, the study will pursue the following specific objectives:
- To assess the availability and types of instructional materials used in teaching Economics in secondary schools.
- To evaluate the extent to which Economics teachers utilize instructional materials during lesson delivery.
- To determine the impact of instructional materials on students’ understanding and academic performance in Economics.
- To identify challenges hindering the effective use of instructional materials in the teaching of Economics.
- To recommend strategies for improving the use of instructional materials to enhance the teaching and learning of Economics in Nigerian secondary schools.
1.4 Research Questions
Based on the stated objectives, the following research questions will guide the study:
- What types of instructional materials are available and used for teaching Economics in secondary schools?
- To what extent do Economics teachers utilize instructional materials in their lesson delivery?
- How do instructional materials affect students’ understanding and academic performance in Economics?
- What are the challenges faced by teachers and schools in the effective use of instructional materials for teaching Economics?
- What strategies can be adopted to improve the use of instructional materials in the teaching and learning of Economics in Nigerian secondary schools?
1.5 Significance of Study
The outcome of this research will assist school administrators and policymakers in identifying gaps in the availability and utilization of instructional materials, thereby guiding the allocation of resources and formulation of policies that support effective teaching practices. Additionally, educational policymakers will use the findings to develop and implement policies that support the provision and effective utilization of instructional materials in secondary schools.
Furthermore, curriculum developers and educational planners will find the study useful in designing instructional materials that are contextually relevant and aligned with the learning needs of secondary school students in Economics.
Lastly, the study will serve as a reference for future researchers interested in exploring related areas in educational resources, teaching effectiveness, and student performance in Economics and other subjects.
1.6 Scope of the Study
This study focuses on investigating the Effect of Instructional Materials on the Learning and Teaching of Economics in Senior Secondary Schools within Lagos State. The scope is limited to Lagos State due to practical considerations such as accessibility and resource constraints, which make it difficult to cover the entire country comprehensively.
1.7 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.8 Definition of Terms
Instructional Materials: These are the various tools and resources used by teachers to facilitate learning and make lessons more engaging and understandable. According to Onwuka (2019), instructional materials include textbooks, charts, audio-visual aids, models, and digital resources that support the teaching process. in the context of Economics education, these materials help students grasp abstract concepts and real-world applications more effectively.
Learning: Learning refers to the process through which students acquire knowledge, skills, attitudes, and values. As described by Egbo (2018), learning is a continuous and active process where students build understanding by interacting with content and instructional materials, which enhances retention and application of knowledge.
Teaching: Teaching is the act of imparting knowledge and facilitating learning through organized methods and techniques. According to Nwankwo (2020), effective teaching involves the use of appropriate instructional materials and strategies to meet students’ educational needs, especially in complex subjects like Economics.
Economics: Economics is the social science that studies how individuals, businesses, and governments allocate scarce resources to satisfy unlimited wants. As defined by Samuelson and Nordhaus (2015), Economics involves understanding production, consumption, and distribution of goods and services, making it essential for students to comprehend these concepts for informed decision-making.
Secondary Schools: These are educational institutions that provide education after primary school and before tertiary institutions. In Nigeria, secondary schools typically cater to students aged between 11 and 18 years and offer subjects including Economics as part of the senior secondary curriculum (Federal Ministry of Education, 2013).
Academic Performance: This term refers to the measurable outcomes of student learning, usually expressed through grades or examination results. Ajayi (2017) notes that academic performance in Economics is influenced by several factors, including the availability and use of instructional materials during lessons.
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