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CHAPTER ONE
INTRODUCTION
Background to the Study
Instructional materials are print and non-print items that are
designed to impart information to students in the educational process.
Instructional materials include items such as kits, textbooks,
magazines, newspapers, pictures, recordings, slides, transparencies,
videos, video discs, workbooks, and electronic media included but not
limited to music, movies, radio, software, CD-ROMs, and online
services.
Instructional material plays a very important role in the
teaching-learning process. It enhances the memory level of the
students. At this time, education has spread wide and the entirely oral
teaching cannot be the key to successful pedagogy; therefore, the
teacher has to use instructional material to make the teaching-learning
process interesting (Nicholls, 2000). The use of instructional material
can enhance the learning achievement.
Use of instructional material can appeal to the individual
attention by creating interest. Since goals direct efforts, the teachers
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problem of motivation is essentially one of arranging situation with
instructional material in which the learner will see goals he wants to
attain.
The use of instructional material can facilitate the decision of a
person toward taking right action. If instructional material is used, the
prediction would be rewarding and consequences will justify the work
done by person, he will feel full satisfaction. Instructional material is
used efficiently and actively to facilitate the teaching-learning process
in most of the advanced countries. However, the situation is not good
in most of the developing countries as well as in Nigeria. Firstly, only
the lower quality and the less quantity of instructional material are
provided to schools. In this way, the availability of instructional
material is very low.
Secondly, teachers are not trained properly for using these
instructional materials. Thirdly, teachers do not take interest in using
the instructional material. There are many factors that are responsible
for this lookworm attitude towards the use of these materials. This
factor needs to be investigated thoroughly the need to investigate the
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effect of the use of instructional material on the academic
achievement of social studies students.
Statement of the Problem
It has been observed that despite the time allocated to Social
Studies in our secondary schools, the students are still performing
woefully and one begins to wonder why this is so, one begins to
assume whether this poor performance can be attributed to
unavailability of teaching aids in our schools and even if there is any
there may not be electricity to operate them and qualified personnel to
man them. In addition where there are teaching aids in the schools,
some principals often confiscate them into their personal use, hence
the reason why the researcher feels that investigation should be
directed towards this area.
The Purpose of the Study
The purpose of the study is to find out the effective use and
major roles played by the teaching aids in teaching and learning
Social Studies most especially in Nigeria as a whole with particular
reference to some selected secondary school in Atisbo local
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government area of Oyo State. The purpose of the study are as
follows:
i. To know the effect of teaching aids on teaching and learning
social studies.
ii. To define the meaning of teaching aids.
iii To find out the effect of teaching aids as it affects the students
performance in social studies.
iv To make possible suggestion for future research.
v To examine the proper way of using the teaching aids.
Research Questions
The following research questions were raised to pilot the study:
1. Are instructions material available for teaching Social Studies
in school?
2. What problems are being faced by social studies teachers in the
production of teaching aids?
3. What are the contribution of school authorities, government,
parents and parent-teacher association to the provision of
teaching aids?
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4. Is there any way the use of teaching aids can develop
knowledge and skill in Social Studies?.
5. Are there ways of overcoming the problem teachers may face in
improvising teaching aids?
Significance of the Study.
Since one of the objectives of Social Studies is to develop
interest, attitudes in order to be a competent teacher of the subject. To
a large extent, a good teacher can not do without the use of teaching
aids in the teaching and learning process. It is therefore paramount
that at the end of the research work the classroom teacher would be
able to appreciate the importance and effectiveness of usage of
instructional materials. Policy maker would also find it useful as blue
print in formulating methodology policy. The students will benefit
from instructional materials in the following ways:
1. It makes the students to understand the content or the topic.
2. It helps the students to have interest in Social Studies subject in
the future.
3. It makes the students to attend Social Studies period regularly.
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4. Students believe in what they see in the sense that, it helps them
to remember the content at any time.
The Scope of the Study
This research study covers the effective use of instructional
materials in teaching of social studies in some selected secondary
schools in Atisbo local government, Oyo State. This study will
automatically help to expanciate further whether these teaching aids
have contributed greatly to the successes of student academic
performances in Social Studies.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Instructional materials are those resources employed to
facilitate effective teaching learning process. They are used to provide
the richest possible teaching learning interaction between the teacher
and the learners by promoting effective communication process.
According to Schramna (1977) as cited by Adeyanju (1991)
instructional materials are information carrying technologies that are
used for instructional purpose with the hope of delivering educational
information very quickly and very widely Akanbi (1988) described
instructional materials as information careers designed specifically to
fulfill objectives in teaching and learning situation.
Nicholas and Howard (1975), in their book creative teaching
edition tried to analyse the purpose of teaching aids. They wrote that
aids offer teaching considerable opportunities to make their work
more effective to relieve them from some tasks and to provide
varieties and flexibility, but that not withstanding, it can also cause
some teachers to use aids just for the sake of using them. They wrote
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that teacher should have definite objective in mind when he considers
the use of teaching aids.
Different Kinds of Instructional Materials
At this point, it is important to consider the broad categories of
instruction materials by classifying them into their component group
to which they belong. It is hoped that by doing that readers would be
able to define such terminologies as audio, visual, audio-visual
hardware, software and a host of other terms.
Audio media: These are teaching devices that mostly appeal to
the auditory sense. They consist of radio programmes, audio
recording such as cassettes and disc records. Other example of audio
media are devices like the telephone and walkie-talkie. Since audio
appeals mostly to the auditory sense, for them to be effective pupils
must not be auditory impaired.
Visual media: These are teaching and learning devices that
appeals mostly to the visual sense, in this category we have such
devices like simple visual devices like pictures, diagrams,
photographs, three dimensional objects, projected still picture such as
slides, film strips and transparencies like audio-media, they are
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inexpensive, often simple to use and above all clear and impressive in
their presentation.
Audio-visual media: These are instructional devices that have
the capacity to provide the features of audio and visual media
simultaneously. Typical of media in this category are the television,
video tape programme or recordings, sound films, film strips and
slides with synchronized sound.
Projected media: They consist of materials containing
information which can be meaningful and effective only when
projected on the screen using projection equipment that, requires
electric power supply. The following are typical examples, film
projectors (8mm, 16mm and 35mm) film strip projector, opaque
projectors and overhead projector, the overhead projector is
commonly found in the classroom.
Non projected media: These are instructional materials that
can be used without resorting to any projection process unlike the
projected media. Example of media under this category are: charts,
poster, realia or models and are large enough to allow for easy
visibility on the part of the learners.
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Hardware:- Hardware is a term that is used to describe equipment
extracting information form the software. They are usually bigger and
in most case costlier than the objects that actually carry information to
be extracted. Hardware include such gadgets like the television set
monitor, projectors of all kinds, radio sets, cassette players, video
player, record turn-table or disc play camera and computers.
Software:- This term is used to describe all those materials that carry
the message and information/content. Those include video tapes,
cartridges, audio tapes. Real to real tapes, transparencies, slides film-
strips and diskettes etc.
Attributes of Instructional Materials
Generally speaking instructional media have five properties,
these are the abilities to:
i. Promote perceptive
ii. Promote understanding
iii. Promote transfer of learning
iv. Provide reinforcement or knowledge of result
v. Help retention
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Purposes of Instructional Materials
Among the purposes of Instructional materials are:
1. Increasing the rate of learning and at the same time .allow the
teacher to use more time on other gainful activities.
2. Providing learning experience, which are not within the
immediate classroom environment.
3. Effecting a reality of experience that stimulates self- activity on
the part of the learners.
4. Discouraging rote learning by emphasizing realistic learning
5. Abstract terms and concepts could best be explained and
illustrated through the use of instructional materials.
6. It helps the learner to focus his entire attention during teaching
and learning process.
7. It provides the teachers with the means of guiding and
controlling the desirable responses of the learners in relation to
stimulus materials of the learning situation.
8. It helps to develop awareness of problem; open possibilities for
exploration, present meaningful interactions which naturally
lead to provision of solutions.
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9. It helps to stimulate purposeful and vitalized self-activity and
this is much more profitable educationally than a more or less
passive and often bored listening.
10. Provision and use of instructional materials will improve
classroom communication process between the teacher and the
learners, with this the expected improvement in learning output
will be accomplished.
Instructional Materials in Social Studies
Social Studies subject is capital intensive requiring a lot of
expensive equipment, materials and facilities in Nigeria, it is only
rational that prudence should be given to the absolutely essential
instructional materials that can promote teaching and learning of
social studies. These basic materials include the following:
The textbook: This is the teachers fundamental teaching tool for
helping students acquire knowledge in the subject. A basic textbook
recommended for students gives them a sense of security and
references for mastering the details of the subject.
The chalkboard: This is a permanent features in each room which
provides basis for an overhead projector.
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The bulleting board: This is frequently neglected in social studies
classroom. However, its importance as a means of instructing and
stimulating students justifies its existence in the class.
The flannel board: Although a chalkboard is more flexible than a
flannel board, the flannel board presents display quicker, neater and in
a more interesting manner. Using the flannel board means varying the
presentation of lessons which in turn can improve the interest and
attention or students.
Wall charts: These are very good educational aids that can be used for
illustration, review, recall and as reminder in answering students
question referring to previously covered materials. They are
specifically good for reference when permanently mounted on the
wall.
Flow charts:- A flow charts according to Boynton (1970) is a diagram
that shows all the steps involved in a particular activity or procedure.
As a teaching device, it can help the student to learn the order of a
particular activity or procedure.
Mnemonic Devices: These are artificial associations aimed at helping
ones memory when teaching. Example of such is BODMAS.
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Utilization of community resources: A good social studies educator
should not only be competent in content and methodology, he must
also be well informed in the utilization of community resources to
enriched the learning of his students. Similarly, professionals can be
invited to give talks on various professions. In addition to this, field
trips to some notable and desirable places will be of value to social
studies students.
Factors to be Considered when Selecting Teaching Aids
Usage of instructional materials is essential in any instructional
interaction meant to produce learning. There should be no excuse or
reason what so ever for not making use of instructional media by
teachers. However it is important at this point to distinguish between
two broad categories of instructional materials both of which require
different types of decision from the teacher or instructor. They are:
1. Optional or enrichment media: These can be selected by a
teacher as a matter of personal convection provided there is
sufficient time and finance available.
2 Necessary or obligation media: These are the instructional
media that should be used by teacher so as to help them
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accomplish the stated instructional objectives of the task. Time,
finance and other factors to be made available.
Criteria for Selecting Necessary Instructional Materials
1. Task Force: The objective to be accomplish at the end of the
lesson must be put into consideration. Different objective will
required different instructional materials. The following
generalization can be made according to Davies (1971):
i. Cognitive objective: Can be realized by all instructional
materials.
ii. Affective objective: Are best realized by audio aids pictures,
film an television, simulator and language laboratories.
iii. Psychomotor objective: Are best realized by audio aids, large
model of reality simulators, language laboratories, field trips or
excursion.
2. Topic and subject matter: It is mandatory to consider the
topic and content and subject matter to be taught. It will be
wrong to assume that just any medium can be used to teach all
topics. The nature of the topics will determine the choice of
instructional materials to be selected. Such factors like
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familiarity to the topic, concreteness or abstractiveness and
scope are to serve as guide to instructional media selection.
3. Learners factors:
a. Group size and location: There are certain media that are
suitable for large audience while there are those for small
audience or even individuals. The teacher is expected to
consider such factors that will improve visibility, clarity, noise,
classroom environment on the part of the learners when making
a choice of instruction media for classroom.
b. Intellectual abilities: Instructional materials selected should be
borne out of consideration for the seemingly different academic
ability of the learners in the class. A choice of complex
instructional media that would benefit only the high academic
ability learners interest, and preferences in learning styles need
to be put into consideration when selecting instructional
materials.
4. Economic Factor: Here selecting criteria would include such
variables like quality of diction, ease of use, compatibility that
is, whether it is handy, flexibility of use, can it be used for long.
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6 Availability: Any instructional materials that is to used should
be within the reach of the teacher, it is of no use setting
material that are not available. However, effort should be made
to search for such materials most especially if they are locally
manufactured. Improvisation of such materials could also be
embarked upon. If materials are purchased, the accompanied
manual which explain their use should be readable and
understandable.
Sources of Instructional Materials
There are several sources from where to obtain teaching aids,
among them are:
1. Direct purchase
2. Improvisation
3. Loan
4. Donation
1. Direct Purchase: The location of materials to be acquire through
this source are the industries where the materials are
manufactured or their agent. All that is required is for the use
to approach the industry and arrange for necessary transaction
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that can facilitate direct purchase. Materials from this source
include charts, overhead projector, opaque projectors, video
player, television sets, filmstrips computer etc.
2. Improvision: Though the effort of both the teacher and learners
of different kind of teaching aids using local materials. Local
artisans can be contacted to get instructional materials
produced. Materials from this source include charts, maps,
pictures, slides chalkboard, flannel graphs, bulletin board,
magnetic board, instructional games, models and mock.
3. Loan: This refers to a situation whereby a workable agreement
is reached between two or more schools to exchange
instructional materials for specific time or period. This is
known as inter-instructional materials loan, which could also be
worked out between two departments, school units or sections
in a school system.
4. Donation: Teaching aids can be donated to school or learning
resources centres (LRS) by organization (local and foreign)
individual and manufacturers. Some of these materials can be
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solicited for by contacting the donors where forces or sample
models can be sent out for trial testing.
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CHAPTER THREE
METHODOLOGY
Introduction
This chapter covers the procedures employed in carrying out
the study. It provides detail information on the following:
*Design of the study;
*Population of the study;
*Sample and sampling technique;
*Instrumentation; method of data collection and
*Method of data analysis.
Research Design
The study is a descriptive survey study as it made use of
structured questionnaires in gathering data for the study. Survey
method has advantages over other method because of the following
reasons:
i. Survey method deals with the present situation.
ii. It is interested in the accurate assessment of the characteristic of
the whole population of people by studying sample drawn from
population.
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Population of the Study
The population of this study comprised all the Nine hundred (900)
junior secondary school students in Atisbo Local Government area in
Oyo State.
Sample and Sampling Technique
A sample-size of One hundred (100) participants were
randomly selected across the five secondary schools in the local
government area. In each school sixteen students and four social
studies teachers were selected to participate in the study.
i. Progressive Secondary School, Tede.
ii Community Grammar School, Ofiki
iii. Baptist High School, Ago-Are
iv. ADS Grammar School, Tede
iv. Community Grammar School, Irawo
The researcher used simple random sampling techniques to
select students for the study.
Research Instrument
The research instrument used for collection of data were two
structured questionnaires, one for the teachers while the other one is
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for the students. The teacher questionnaire is made up of two sections.
Section A comprises information like name of school, sex,
qualification, position etc while section B is made up of fourteen
items. On the other hand, the students questionnaire consist of six
items.
Validity of the Instrument
The items in the instruments were validated by the researchers
supervisor after thorough scrutiny.
Reliability of the Instrument
The reliability of the instrument was established through test
retest method of evaluation. This is done by administered the test
instrument (questionnaire) first time and recorded the result, and after
another two weeks another administration of the instrument was
carried out and the result obtained are consistent.
Method of Data Collection
For the purpose of this study, all the five schools selected were
visited by the researcher and the questionnaires were administered
with the assistance of social studies teachers in each school. The entire
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questionnaires were immediately collected back from the teachers and
their students since they were completed at once.
Method of Data Analysis
The researcher used simple percentage and averages calculated
for the analysis of the results obtained from the administered
questionnaires.
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CHAPTER FOUR
DATA ANALYSISI AND DISCUSSION OF FINDINGS
This chapter presents analysis and interpretations of data
collected following the sequence of the research questions in the
study. The results are presented research question by research
question for ease of reference and logicality as shown below.
Research Question 1: Are instructional materials adequate for
teaching account in secondary school?
Table 1: Analysis of respondent to adequate of instructional materials
in teaching and learning Social Studies.
NO OF RESPONDENT
Items Strongly
agreed
Agreed Strongly
disagreed
Disagreed Total
i. 6 8 2 4 20
ii. 7 11 0 2 20
iii. 4 11 2 3 20
iv. 46 29 0 5 80
Total 63 59 4 14 140
Percentage 45% 42% 3% 10%
The result in table 1 revealed that 63 respondents representing
45% strongly agreed 59 respondents representing 42% agreed 4
respondents representing 3% strongly disagreed and 14 respondents
representing 10% disagreed. Therefore since 45% which is 63 total
number of respondents is greater than all the remaining respondents so
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it can be seen that there is adequate of instructional materials for
teaching accounting in the secondary school.
Research Question 2: What problem are being faced by social
studies teachers in the production of teaching aids?.
Table 2: Analysis of respondents to problem being faced by social
studies teachers in the production of teaching aids.
NO. OF RESPONDENTS
Items Strongly
agreed
Agreed Strongly
disagreed
Disagreed Total
14 3 1 2 202 11 3 4 20
Total 16 14 4 6 40
Percentage 40% 35% 10% 15%
The result in table 2 revealed that 16 respondents representing
40% strongly agreed 14 respondents representing 35% agreed 4
respondents representing 10% strongly disagreed and 6 respondents
representing disagreed therefore since 40% which is 16 total
number of respondents is greater than all the remaining respondents so
it can showed from the table that 16 respondents greater than all there
are problem are being faced by social studies teachers in the
production of teaching aids.
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Research Question 3: What are the contribution of school authorities,
government and parent-teacher association to the provision of
teaching aids in social studies?
Table 3: Analysis of respondent to the contribution of school
authorities, government and parent teacher association to the
provision of teaching aids.NO OF RESPONDENT
Items Strongly
agreed
Agreed Strongly
disagreed
Disagreed Total
6 13 7 0 0 20
7 11 7 0 2 20Total 24 14 0 2 40
Percentage 60% 35% 0% 5%
It can be deduced from the table 3 that 24 respondents
representing 60% strongly agreed; 14 respondent representing 35%;
agree and 2 respondent representing 5 ;Disagreed; There fore; since
24% 60 which is 24 is grater than all the remaining respondents it can
be seen that there are contribution of school authorities; government
and parent teacher association in the provision of teaching aids.
Research Question 4: Is there any way the use of teaching aids can
help develop knowledge in social studies.
Table 4: Analysis of the respondent 10 is there any way the use of teaching aidscan develop knowledge and skill in financial accounting.
NO OF RESPONDENT
Items Strongly Agreed Strongly Disagreed Total
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agreed disagreed
5 46 29 0 5 80
13 15 5 0 0 20
Total 61 34 0 5% 100
Percentage 61 34 0%
The result in table 4 revealed that 61 respondents representing
61% strongly agreed and 5 respondents representing 5% therefore,
the table shows that the students enjoy the social studies class where
teaching aids are used.
Research Question 5: Are there way of overcoming the problems
social studies teachers may face in improvising teaching aids.
Table 5: Analysis of respondent to: Are there way of overcoming the
problem social studies teachers may face in improvising teaching aids.
NO OF RESPONDENT
Items Strongly
agreed
Agreed Strongly
disagreed
Disagreed Total
11 12 6 0 2 20
12 15 5 0 0 20
Total 27% 11 0 2
Percentage 68% 27% 0% 5%
It can be concluded from the table 5 that since 27 respondents
representing 68% Strongly Agreed 11 respondents representing
27% Agreed and 2 respondents representing 5% disagreed from the
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table above, we can see that teaching aids should be used at the
beginning, middle and at the end of the lesson.
Also, the interest, level of understanding of the students given
problems to the teachers because they consider then before they
choose any instructional materials.
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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The research set out to examine and analyze the effective use of
instructional materials on student academic performance in social
studies in some selected secondary schools in Atisbo local
government area of Oyo state.
The summary of the findings can be highlighted as follows:
1. There are instructional materials for social studies in the
schools
2. There are contributions from school authorities, government,
parent-teacher association as regards the provision of
instructional materials for social studies.
3. There are ways the use of teaching aids can develop the
knowledge in social studies.
4. There are problems a teacher may face in providing
instructional materials for social studies.
5. There are ways of overcoming the problems teaching may face
in improvising in social studies.
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parents should therefore should join hands as a stakeholder in the
education of their children. They should try and buy recommended
textbooks for their children, to read at home in the evening and other
free times.
Schools
The school authority should be aware that the junior secondary
school is transistion from elementary school to secondary level of
education. The class size should be reduced drastically to ratio 1:30
and at most to ration 1:40 so that teachers will be able to pay full
attention to the students and reach them effectively and should be able
to mark or check assignment. The school authority should set-up a
standard to check students performance.
Teachers
Teachers should be allowed to be attending in-service courses
and their non-formal educational setting organized either by ministries
of education or institution of education and colleges of education.
This will definitely enhance their learning and will boost the teaching
and learning of social studies. The teacher should be given incentives
and should be made to have job satisfaction.
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The teacher should make proper use of teaching aids to enhance
learning.They should be ready to improvise where manufacturer ones
are not available. The teacher should bear it in mind that teaching
aids cannot replace teaching itself, but they are serve as guide and
explanatory objects in teaching social studies.
Also, the teacher should found different methods of motivating
the students during teachings-learning processes to make the lesson
interesting and lively.
Government
The government has a very vital role to play in the success of teaching
and learning of social studies. The government should make sure that
the aims and objectives of social studies are fulfiled. It is the
responsibility of the government to make sure that the schools are
well equipped with the instructional materials to enhance
teachersperformance.
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REFERENCES
Akanbi, G.O. (1988). The concept of book media as instrument of
teaching.
Adeyanju (1991):The use of instructional materials on teaching and
learning of subject matter.
Federal Republic of Nigeria. (1981). National Policy on education
Federal Ministry of Information Lagos.
Nicholas, E.M and Howard, V. (1975). The use of instructional
materials for Technologist Development.
Nicholas, E. M. (1993): improving the quality and Techniques of
Teaching
Davies, E.G. (1971). Foundation of education thought and practice.
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APPENDICE
QUESTIONNAIRE
Questionnaire for Students
Instruction: Please fill in the blank spaces provide or tick ()
where necessary any of the options that convincingly clears your
conscience.
SECTION A
a. Name of school_____________________________
b. Year of establishment:__________________________
c. Age:____________________ Sex:__________________
Class:______________
d. Year admitted to the school:_______________________
SECTION B
Instruction SA stands for Strongly Agreed A stands for
Agreed SD Stands for Strongly Disagreed and D stands for
Disagreed.
S/N SA A SD D
1. I have interest in social studies
2. I like my social studies teacher
3. My teacher uses teaching aids during social
studies class4. My teacher uses teaching aids like
computer, portable chalkboard, chart,
project file in teaching social studies
5. I enjoy social studies class where teaching
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subject aids are used
6. Teaching aids affect the teaching of social
studies negatively
Thank for you co-operation.
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