CHAPTER ONE

INTRODUCTION
Background to the Study
Educational achievement is determined by the teachers knowledge of the subject and
pedagogical skills, the availability of textbooks and other learning materials, as well
as the time spent by the pupils in learning (Allwright, 1990). Teaching which is an
activity of education is the means through which the objectives of any educational
system is usually achieved and for teaching to be effective, motivating and interesting,
there is the need to employ teaching materials as aid to achieve the set objective of
education. The level and range of instructional materials available to teachers and
students determine what goes on in the classroom.
However instructional materials are tools that help the teacher to accomplish his/her
teaching effectiveness and they also enable the students to learn quickly and
effectively too (Akande 2002). These materials are not strictly identified with any
particular method but are aids to be used as needed in each method wherever they can
contribute to the knowledge of the students. As a result of dearth of schools were
history is taught, this has contributed immensely to the poor cultural ethics and
nationalistic attachments our youths have towards the country.
For effective teaching and learning to take place, the teacher must have a good
knowledge and usage of instructional materials supported with full explanation before
the treatment of the topic in class. It is not advisable for the teacher to teach most
topics without good use of instructional materials. This is due to the fact that the
success or failure of any teaching and learning activities depend to a great extent to

which the teachers know the variables, which influence learning (such as age, ability,
and size of class). Bearing all these in mind, the teacher must find a method of
selecting good instructional materials that can help him to achieve the objectives set
for the lesson.
In the teaching of History, it is important that the teacher should not only possess
adequate knowledge of the subject matter but also adopt the appropriate teaching
techniques of materials for teaching particular topics so that the desired
teaching/learning experience can be created and achieved. Akande (2002) explained
that instructional materials are materials brought into the classroom for the purpose of
lesson presentation, which help to facilitate the teaching efforts of the teacher and
help occurrence of learning in the students. Therefore, the value of teaching and
learning materials cannot be overemphasized. Akande (2002) asserted that in the
course of educating a child through teaching a professional teacher appeals to the
senses through which the child acquires experiences that lay the foundation of
knowledge, the number of senses involved in the acquisition of experience and the
resultant knowledge. Also, there could be teaching without learning. That is, when the
teacher appeals to no sense at all in the classroom and it could be referred to as
defective learning. Akande (2002) explained that instructional materials help to create
a better learning by appealing to the senses through which the child acquires
experience.
Statement of the Problem
Teaching materials are not self-supporting. They are supplementary training devices.
Instructional materials are aimed at helping teachers. Thus, the key factors are that
teaching materials aids support, supplement or reinforce the teaching and learning

process and experience in both teachers and students. Like other important subjects,
History is part of the curriculum of all Secondary Schools in all education districts in
Lagos State. So attention would be directed to the following problems. The choices of
instructional materials have been one of the problem s facing the teaching and
learning of History in our secondary schools. In Lagos State, it was observed that
History teachers do not use instructional materials for teaching the subject in their
various schools and where they do, they are not appropriately and effectively used.
This research work is therefore characterized towards exposing all instructional
materials available to a History teacher, stating their functions as well as benefit to be
derived from each material both on the teachers side and the students.
Purpose of Study
i.

The work would be examining the number of students offering history and

ii.

the teachers available to teach the subject.

Also this research work is going to show the kind of instructional materials

iii.

available to teachers and students in Lagos State secondary schools.

The work is also going to try to examine the effectiveness of instructional
materials in Lagos State secondary schools and draw from the numerous
instructional materials which one have a greater impact in promoting

iv.

learning among students.

Finally, the role of instructional materials in promoting learning in Lagos
State secondary schools would be examined so as to justify its
effectiveness in the learning process.

Research Questions
The following research questions are relevant to the study:

1. What is the role of instructional materials in promoting learning in the

classroom?
2. Which instructional materials best promote learning in Lagos State secondary
schools?
3. Who are those responsible for the provision and maintenance of instructional
materials in Lagos State secondary schools?
4. Why is there high rate of failure among students offering History in schools
where instructional materials are used in teaching students?
5. How has instructional materials facilitated learning in Lagos State secondary
schools?
Research Hypothesis
i.

There is no relationship between availability of instructional materials and

ii.

students performance in History.

There is no relationship between effectiveness of instructional materials

iii.

and students performance in History.

There is no relationship between using instructional materials and
students performance in History.

Significance of Study
Instructional materials refer to devices, which bring about effective teaching and
learning in History. Effective ways by which the ability of the teacher to employ these
materials efficiently and make the teaching of History easier and interesting shall be
discussed. However, this study therefore will unveil the various instructional materials
available and the need to use selected materials in the teaching and learning of History
as a subject.
Scope of Study

This research work focused on a glossary of instructional materials and its usage in
teaching and learning of History in Lagos State Secondary Schools.

Limitation of Study
The time available for the research was short, thereby making the possibility of indepth research strenuous. Also, the study was limited to certain secondary schools
were History is taught as a subject. Financial constraint was however recurrent during
the whole period this research was carried out.
Definition of Terms
i.

Instructional Materials: These are materials or equipment employed to

ii.

improve teaching-learning process in a classroom situation.

Materials: tools necessary to facilitate effective teaching and learning. It
can be inform of textbooks, cassette, CD Rom, video, projector, hand out

iii.

or anything which presents or informs about the subject being taught

Resources: This refers to human and materials used for teaching and

iv.

learning process.
Grammar Translation: a method used upon memorizing the rules and logic
of a language and the practice of translation. It is mostly used in shorthand

v.

translation.
Micro Teaching: a technique used in teaching a part of a lesson to a small

vi.

number of students.
Simplified Texts: These are texts, which have been made simpler so as to

vii.

make it easier for learners to read.

Supplementary Materials: These are materials designed to be used in
addition to the core materials of a course.

CHAPTER TWO
LITERATURE REVIEW
Introduction
About thirty years ago, educators paid little or no attention to the work of cognitive
scientists and researchers in the nascent field of cognitive science classrooms. Today,

cognitive researchers are spending more time working with teachers, testing and
redefining their theories in real classroom situation or setting where they can see how
different settings and classroom interactions influence applications of their theories.
In view this review would examine relevant materials that discuss the concept of
teaching in general and History as an academic field of study in particular. The work
would go further by examining the various teaching methods available in History and
the different forms of instructional materials used in the classroom. The importance of
instructional materials would be examined to establish its relevance to learning and
the pros and cons of instructional materials would be discussed. Finally, the utility
value of instructional materials would be analyzed so as to encourage its continual use
in Lagos State secondary schools.
Concept of Teaching
Teaching as an educational concept is not an easy concept to define. Thus, formal
education began with the arrival of European occupation in Nigeria. During this
period emphasis was predominantly on indoctrination as a process of teaching or of
religious education. (Madumere, 1999). The idea of teaching then was that it was the
will of God supported by the law of the nation that anybody could become a Christian
or a Muslim gave everybody opportunity to go first into religious teaching and later
into formal teaching for formal Western education.
Regardless of how teaching started and the origin of teaching which poses series of
problems to its meaning, one can simply say as a layman that a teacher is someone
who stands in front of a group of pupils and talk to them. This is regarded as a simple
job anyone can do.

Akande (2002) said teaching as an activity is polymorphous in nature (takes many

forms), it can take the form of training, socializing, indoctrination, instructing, or
introducing someone to something new. Its pattern varied with time, place and the
performances they should be help to acquire for that content. In choosing objectives,
the teacher uses information about the important characteristics of the students stage
of development and their abilities, strength and weaknesses. The student must also
understand learning and motivation so as to understand and choose teaching methods
and practice that fits what is known about students learning and motivation.
After all the pre-instructional decisions, the teacher selects and uses teaching methods
and practices such as lecturing, explaining, discussing, showing movies or videotapes,
tutorials, providing computer assisted instructions, leaving students alone, or some
combination of these activities (Odunusi, 1998).
History as a Discipline
R.G. Collingwood, (1960) who as been described as "the most original and
sophisticated exponent of the Idealist position" in the English-speaking world,
"maintained that all history is the history of thought, and that the historian's task is to
re-enact in his own mind the thoughts and intentions of individuals in the past."
History is a very broad discipline. The discipline covers virtually all aspects of human
life hence the need to create subsection or areas of concentration. History as a
discipline has been divided into Economic History, Social History and International
Relations. Within this sections are subsection because of the broad nature of the
subject matter.
Teaching Methods in History

This section describes teaching methods used in History classes so as to explore the
reason for their usage and perception of their effectiveness. It also considers learning
and teaching approaches as well as strategies to promote the study of History. It
examines the understanding and skills required to develop the craft of teaching
History i.e. professional skills is blended with suitable academic insight as it examines
a range of approaches and strategies to use in the classroom.
In order to demonstrate effective skills in teaching History there is the need for
adequate knowledge in the use of different methods and techniques of teaching
History. Essentially varieties of methods can be applied in teaching History. This
depends on the topic to be taught. Generally speaking, prominent methods and
techniques that can be used in teaching History according to Ndubisi (2001) include.
-

Discussion Method
Simulation Method
Demonstration Method
Role Playing Method
Computer Assisted Instruction Technique (CAI).

Discussion Method: this method of teaching is a social arrangement in which a small

group assemble to communicate with each other for the purpose of achieving the
objective of instruction. An underlying assumption about this method is that
understanding comes from within the individual teacher.
Ndubisi (2001) on the other hand, suggested that discussion method could also be
called teacher-pupil interaction. In other to understand what takes place in the
classroom, it is necessary to remember that at least three bodies are involved;
teacher, student and content. Each has its own peculiar characteristics.

The teachers goal is to promote behavioural changes in the cognitive, affective and
psychomotor domains of learning. This means that the teacher should be primarily
concerned with how to bring these objectives about. During the interactions of
teacher-student-group, each influences the other. The teacher brings a personality,
attitude, social outlook, biases, emotions, personal health, and many other factors to
the schoolroom. Students bring an even larger number of factors, when students as
individuals become a class they have additional characteristics.
In discussion method, the teacher coordinates and serves as the moderator. He gives a
guideline on the topics to be taught. He ensures that every student contributes
meaningfully to the discussion and that the class is lively. The discussion method
helps students to think and become conversant.
Simulation Method: According to Ndubisi (2001), this is a sophisticated form of roleplaying designed to give a better understanding of the real situation or feeling. It
serves dual purpose of increasing the learners ability to perform in real situation and
to increase his knowledge and comprehension of a life situation.
This method can be useful in the study of History by providing the necessary
materials for each topic in the teaching-learning process of History.
Demonstration Method: this is a method of social arrangement of instruction in which
the educator displays to the learners how to operate of construct something (Ndubisi,
2001). It is simply putting theoretical lessons into practice. In other words the method
is seen as an active method of teaching whereby the teacher combines the use of
visual and audio powers as a major means of communication. The teacher first
explains the points after which he asks the student to demonstrate. The principles of a

10

good demonstration are essentially the same as the principles of any good lesson
presentation.
Role Playing Method: it is a tool for analyzing problems, increasing sensitivity,
clarifying peoples conception of their role and that of others in life, practical
necessary skills and providing general training on human relation and leadership. This
implies that learners assume the role of individuals with various points of view
controlling a problem of dilemma.
With reference to this, the students have already been introduced to the lesson that is
to be taught and what they have been taught is presented in form of advanced sketch.
This involves some students performing some key roles and therefore allowing them
to become familiar with what they are expected to know. This analysis is thought
simple but must follow certain rules to be effective.
Computer Assisted Instruction Technique (CAI): in recent times, the development of
technology has made research work of educationists easier through the invention of
computer and Internet facilities.
Ajelabi (2005) describes CAI as an automated instructional technique in which a
computer is used to represent an instructional programme to the learner through an
interactive process on the computer. In addition CAI may be viewed as the use of the
computer on a time-shared basis to perform any instructional function. What then are
those instructional functions? The functions include presenting materials of problem
situation, guiding learners thinking, assessing learners performance, selection of
materials to be presented, assigning tasks to be performed, or a combination of all
these functions.

11

Use of Instructional Materials in Teaching and Learning History

As noble laureate Simon (2001) wisely stated, the meaning of knowing has shifted
from being able to remember and repeat information to being able to find and use it.
More than ever, the sheer magnitude of human knowledge renders its coverage by
education and impossibility, rather, the goal of education is better conceived as
helping pupils develop the intellectual tools and learning strategies needed to acquire
the knowledge that allows people to think productively about History.
In the light of this significant findings on teaching and learning, various groups, both
governmental and non-governmental, aimed to promote changes in the national
curriculum and to motivate, encourage and effectively utilize teachers to develop,
design and exchange teaching-learning materials.
It is a fact that learning cannot adequately take place through sensory devices, that is
affective domain, cognitive domain, psychomotor domain and also textbooks. Though
the importance of textbooks cannot be overstated, teachers and students should not
just rely on it.
Ndubisi (2001) argued that textbooks for teachers and students are very necessary for
learning. Textbooks are one of the materials for learning; however, varieties of
instructional materials abound in History. This depends on the topic to be taught, in
essence, the topic determines the type of instructional material to be used. Generally,
according to Ajelabi (2005) instructional materials can be classified into 3: audio,
audio visual and visual material. Audio materials are teaching and learning devices
that mostly appeals to the ear like telephone, tape recorder, public address system and
human voice. Visual materials on the other hand are teaching and learning devices
that appeals to the sense of seeing like projectors, pictures, maps, posters, and

12

diagrams. Audiovisual materials refer to those instructional materials, which provide

the students with the opportunity of seeing and hearing at the same time.
In relation to this, audio-visual education emerged as a discipline in the 1920s. This
happened when a visual instruction movement arose, which encouraged the use of
visual materials to make abstract ideas more concrete to students. As sound
technology improved, the movement became known as audio-visual instruction.
The above-mentioned instructional materials are very useful in certain stages in
teaching History but not necessarily for the entire teaching-learning process.
Therefore, it is very important for the teacher to focus on the teaching task or process
and not the instructional materials in the learning process. If this focused is
maintained, it would not be likely to over emphasize that the sensory devices and
instructional materials are not to take over the teaching process but it must be
designed to
i.
ii.
iii.
iv.
v.

Remain as a technique of utilization or concept building

Make teaching and learning very interesting
Make teaching and learning more authentic and valid
Motivate learners to learn
Minimize talking.

Audio-visual aids are the provision of experience not easily obtained through other
materials and contribution to the efficiency, depth and variety of learning. Dale (1995)
retorted that visual materials are rich and vibrant as the meaning they stand for;
therefore, teachers should take care not to use any visual material unless it is clearly
understood. In the 1950s and 1960s, developments in communications theory and
system concepts led to studies of the educational process, its elements and
interrelationships. Among these elements are the teacher, the teaching method, the
information conveyed, the materials used, the student and the students response. As a

13

result of these studies, the field of audio-visual shifted its emphasis from devices and
materials to the examination of the teaching-learning process. The field is now known
as audio-visual communications and educational technology, and audio-visual
materials were viewed as an integral part of the educational system. Hence, if the
instructional materials are well organised, well constructed and properly presented a
successful teaching-learning process will be achieved.
Electronic Media as Instructional Materials in History
Many authors have written on the use of instructional materials in teaching. These
authors include: Nwanna Nzewunwa (2003), Heeks (1999), Aguokoghuo (2000),
Okafor (1980), Mkpa (1981), Koert (2000) UNDP (1998), World Bank (1999) and
Greenwood (2000). More specifically, it was underlined in the works of these authors
that the use of instructional materials ia a sine qua non in affecting and changing
behaviour of pupils and students of every field especially History.
It was equally shown by some of the authors that these materials are important
catalyst of successful teachinglearning process.
Among the categories of instructional materials, the electronic media has been
described as the most powerful weapon of Historys instructional material in
secondary schools. The reasons are not far-fetched, as advances in technology have
brought electronic media to the forefront as the most radical tools of globalization and
social development. Such technological breakthroughs as networked and nonnetworked; projected and non-projected; visual auditory; audiovisual electronic
media; this are all-important landmarks in knowledge transfer. With them, both
teaching and learning have become very pleasant experience. Their power to teach
and socialize has been varied as documented in literature (Hepburn, 1998).

14

Electronic media possess some inherent advantages that make them unique in the
study of History. For one thing, they provide the teacher with interesting and
competing platforms for conveying information since they motivate learners to want
to learn more and more. Also it provides opportunities for private study and reference
as the learners interest and curiosity are increasingly stimulated. Further, the teacher
is assisted in overcoming physical difficulties that could have hindered his/her
effective presentation of a given topic. Teachers with low voices, for instance are
enabled by the microphone system inherent in most electronic media. They generally
make teaching and learning easier and less stressful. They are equally indispensable
catalyst of successful teaching-learning process.
Despite the inherent advantages of these media to teach, the extent to which
developing countries have benefitted in attaining teaching effectiveness in History
stands to be questioned. However, not many of such studies have documented the
experiences of less-developed countries of Africa and especially Nigeria. The paucity
of empirical based observation creates the need for many more studies in this area.
For instance, there is no certainty that whether or not teachers in various levels of
secondary schools effectively use these media as instructional materials, and with
what effects. This study is an attempt along these lines.
In the course of this research, we shall discuss the use of electronic media as
instructional materials in History. However, conceptual clarifications of important
terms applied in this topic shall be clarified as well as general consideration of
instructional media.
Electronic Media Used in History

15

Electronic media used in History would include al instructional materials that are
electronically generated. They can be networked when a number of equipments or
materials are interconnected or inter-related in lubricating information flow (Koert,
2000), or non-networked, if otherwise. The list of electronic media would include:
Radio, Television, Projectors, Tape Recorders, Video Sets, Computers, Internet
Facilities and Telecommunication facilities. Some of these media facilities are
described below and their implication to teaching and learning History are considered.
Radio
This is perhaps the most prominent audio teaching aid that is used in teaching
History. The widespread use of radio sets is unconnected with the fact that many
families own a radio set, since it is readily affordable. Its use is universal as it can be
used in offices, market place and schools. Through radio broadcast, educational,
cultural and social knowledge can be readily communicated. The effectiveness of
radio towards attaining these ends have been confirmed in its ability to cover events
appropriately and enable information communicated to a wide audience at the same
time, and where necessary repeatedly. Seminars, lectures, workshops can be
disseminated through the radio channel effectively.
Nzewunwa (2003) enumerated a number of merits and demerits of radio as an
instructional material. They are as follows:
Merits of Radio as an Instructional Material
-

It is less expensive than TV (many schools can afford to buy a radio set).
A very wide coverage of audience is possible through radio lectures prepared
by experts and can be relayed to a vast number of students at the same time.

16

It can broadcast events immediately as they happen (unlike television). Radio

broadcast is interesting because radio transmits music and drama.

Demerits of Radio as an Instructional Material

The demerits of radio as an instructional material can equally be itemized to include:
-

It does allow students the opportunity to ask question during educational

broadcasts
Radio speakers talk at their own speed without knowing if the listeners are

following
Educational broadcasts, other than a particular school program usually come
on at the times when listeners may be too weak or tired to listen, such as late at
night. Some people learn better when they see and hear the teacher at the same
time.

The Tape Recorder: the tape recorder is also an audio teaching aid. It uses cassette
tapes to record learning experiences in class or from radio or television
documentaries, which can be replayed in class or at home. The cassette tape recorder
is a very popular instructional material. Aguokogbu (2000) also gave the advantages
and disadvantages of tape recorders as follows
-

The tape recorder is easy to operate

It is cheaper than most projected and/or electronic equipment
It is usually portable and can be transferred from one place to another.

The disadvantages of tape recorders include the following:

-

It is an audio medium and appeals to the sense of hearing alone, therefore

limiting students comprehension of information compared with TV, which
appeals to the sense of sight and sound, this is a big advantage.

17

Recorded tapes become bad when not used often and could damage the play
head of the player as a result.

Computers and Internet Facilities

Computers are very efficient equipment used as instructional materials in teaching
History. Several softwares and programs have been developed over time for this
purpose. Computer technology has made Internet facilities available for teachers and
students. There are various websites where instructors and learners can visit in order
to obtain needed information. Efficient teachers of History in secondary schools have
efficiently impacted their students by referring them to designated websites where
they can receive instructions. Many libraries are now going online with the effect that
students can visit them electronically by means of computers instead of having to go
physically to such centres.
Telecommunication Equipment
This equipment utilizes the auditory mechanism to convey information to the hearers.
Some in this category now possess visual properties, such as the GSM cell phones.
The teacher can effectively utilize telephones to communicate short messages,
guidance counseling and other related issues. The use of telecommunication gadgets
as instructional materials is not widespread in less developed countries or rural areas;
they are relatively expensive to maintain.
Projectors
These are hardware equipments that enable learners to vividly grasp the content of
software materials such as slides, filmstrips, transparencies, papers and pictures or
motion pictures (Ajelabi, 2005). There are overhead projectors, slide projectors and

18

computer driven projectors. These are veritable learning and teaching aids in History.
The advantage of projectors lies in the powerful visual and audio content of the
device. They have both high and low technology content.
The use of appropriate tools of instruction, such as electronic media speeds up the
accomplishment of these objectives. Perhaps, this is the point underscoring the
argument of Koert (2000) that Dialogue or information exchange through
networked (electronic) media will have a role of increasing importance in learning.
The World Bank (1999) reported, One of the greatest hardship endured by the poor,
and many others, who live in the poorest countries is their sense of isolation. The new
communication technologies promise to reduce that sense of isolation and to open
access to knowledge in ways unimaginable. Electronic media being an essential
catalyst assist History education in achieving such global ends.
Invariably, electronic media are a liberating force because they can break bonds of
distance and isolation and transport people from a traditional society to the great
society where all eyes are on the future and the faraway. Thus we can create a
climate for development and contribute substantially to the amount and kinds of
information available to the people of a developing country (Koert, 2000).
Neil (1979) and Hepburn (1998), described television and school as two competing
learning systems, estimating that educators were exhorted to make sure that students
study television effects, its biases and its relationship to learning.
Koert (2000) pointed out that specific characteristics of the mass media might limit
the contribution media can make to the teaching and learning of History. Against this
background, FAO (1998) suggested that intrinsic limitations of individual media

19

could be remedied by a combined use of electronic media for a concerted

communication effort with the media each addressing different aspects of that effort in
line with their individual strength.
A very interesting characteristic of electronic media relates to its ability to reduce the
level of equivocality in a message. Communication theory assumes that a given
message possesses a certain level of equivocality and that some media are more
capable or reducing that equivocation than others. It is argued that the level or extent
to which a given electronic medium can reduce equivocally in a message determines
its richness.
By implication, a rich medium is one in which can send messages which leaves less
room for ambiguity or interpretation. Koert (2000) identified four criteria for richness
of a specific medium. These are:
i.
ii.

Opportunity for direct and speedy feedback

Possibility to use more types of signals e.g. body language, volume and

iii.
iv.

information
Use of natural language and
The possibility of specifically adopting the necessary circumstances to
individual reception.

When a message is more complicated and voluminous, the chances are greater for
ambiguous interpretations.
Importance of Instructional Materials
Instructional materials are those resources that make learning more valued and less
exclusively dependent on verbal interaction. The benefits derived from the use of
instructional materials cannot be over-emphasized. It is of great importance both to

20

teachers and students as the value are enormous. Bransford, Brown and Cocking
(1999) identified the following as some of the importance of instructional materials.
i.
ii.
iii.

Promotes meaningful communication, hence effective learning

They ensure better retention, which makes learning more permanent
They provide direct or first hand experience with the reach ties of the

iv.

social and physical environment

They help overcome the limitation of the classroom by making it

v.
vi.
vii.

accessible
Instructional materials stimulate and motivates students to learn
They help develop interest in other areas of learning
These materials help save time the teacher spends in explaining, thereby
enabling him/her to spend the time gained on other productive work.

Advantages of Using Instructional Materials in Teaching and Learning Process

Awotua Efebo (1999) identifies seven general and specific advantages of instructional
materials. These are:
-

Variety of existing world situations are brought into the class

Abstract concepts are easily demonstrated thereby aiding understanding

through concrete impression

It encourages group work, increase individual tolerance, comradeship

cooperation and motivates understanding

All the senses are used during the teaching and learning process
It serves as a good discovery process in learning and teaching situation
Boredom, frustration are maximally eliminated.

The above advantages suggest that proficiency and subject mastery can be achieved
through practice by manipulating available instructional materials productively.
According to Dale (1999) audio-visual materials can:
a.
b.
c.
d.

Bring about significant change in student behaviour

Bring freshness and variety to learning experience
Promotes a mood of mutual understanding and sympathy in the classroom
Make learning meaningful over a wide range of students ability
21

e. Provides needed feedbacks that will help the pupil to discover how well they
have learned.
For it to be effectively used, the teacher must take an active part in the process of
learning translated into concrete terms. This means that the teacher should improve
the effectiveness of materials by using them in a context of many instructional
techniques.
Problems Militating Against Effective Use of Instructional Materials
The place of instructional materials in curriculum development in education includes
the complexity of developing teaching materials, which requires patience, creativity
and reflex thinking; these taught processes are lacking in many teachers (Odunusi,
1998).
Another one is when teachers interest is not aroused their pattern may be distorted by
other problems militating against effective use of instructional materials in teaching
and learning of History in secondary schools in Lagos State.
Specifically, the constraint to effective use of instructional materials in secondary
schools in Lagos State include:
i.

The issue of lack of experts to direct and employ the planned teaching

ii.

materials technique to yield fruitful results.

Large class size poses problems for effective implementation of

iii.

instructional material approach

If the goals and audience are not properly identified, problem may arise
during usage.

Since these points would influence the choice of the most appropriate media, teachers
need to communicate their ideas to the students effectively.
22

Utilizing Instructional Materials in History

Instructional materials are materials that are used to aid in the transfer of information
from one person to another. For example, a teacher may use instructional materials to
aid in the learning of subject matter for a class. These instructional materials may
include:
-

Power Point Presentations (visual aids)

Books
Articles
Material for Project Development

Technology has existed since the first human began to seek control over his
environment. In order to achieve quality and success in the educational system, the
foundation level of the student must be top priority.
Technology is assumed to be in place right from primary school level but if properly
utilized, enhancement of learning will not be obtained. The study is significant
because it will bring awareness to the government, curriculum planners and other
stakeholders in the education sector on the importance of instructional materials. In
other to determine the extent of instructional materials utilization and barriers to
learning History an analytical survey will be carried out on teachers in some selected
Lagos State secondary schools.

CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Introduction
23

This chapter discusses the procedures adopted for carrying out this study. These
includes research design, population of study, sample and sampling technique,
instrument employed, reliability and validity of the instrument, method of data
collection as well as method used for analyzing collected data.
Research Design
The survey research design was adopted in this study. The survey research may be
employed to enumerate or depict the characteristics, abilities, behaviour or opinion of
subjects to delineate through word or qualitative values, the status of group,
institution, structure or other facilities or to human beings or subjects. However, the
design was used to describe a glossary of instructional materials in History education
and usage in Lagos State secondary schools.
Population of Study
The population of this study consisted of all secondary schools teacher in Lagos State.
Sample and Sampling Procedure
Some History teachers were randomly selected from each of the selected twenty-five
secondary schools selected in Lagos State. This puts the number of respondents
contacted for this study at fifty. Hence, they serve as the subject of study.

Instrumentation
The main instrument used for data collection was questionnaire. The questionnaire
was titled Glossary of Instructional Materials in History and Usage. The
questionnaire consisted of two major sections namely: Section A was designed to

24

obtain information on the History teachers personal data such as sex, marital status,
educational qualification and years of teaching experience. Section B on the other
hand consisted of research questions developed to elicit information on a glossary of
instructional materials usage in teaching History.
Validity of Instrument
The researchers supervisor and two experienced lecturers who have experience in the
construction and use of similar instrument for collecting data and information
examined the questionnaire. This is done to ensure content validity of the instrument.
After the approval of the instrument, the researcher proceeded for its administration.
Reliability of Instrument
In other to ensure reliability of the instrument, the researcher carried out a pilot testing
of the questionnaires using the test, retest method. The questionnaires were first
administered to twenty History teachers in Lagos State secondary schools apart from
the ones selected for the study. The response from them indicated that the instrument
is capable of measuring what it was designed to measure. Then the researcher
proceeded to select secondary schools for its administration.
Administration of Instrument
The questionnaires were administered personally by the researcher to the respondents.
The researcher distributed fifty questionnaires to History teachers of the twenty-five
chosen secondary schools in Lagos State. Some facts were also obtained orally during
the process of administering the questionnaires. Also, this enabled the researcher to
obtain 100% returned from the respondents.

25

Method of Analysis Data obtained were analyzed using simple percentage for Section
A of the instrument and chi-square statistical method at 5% level of significance for
Section B

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS

26

Introduction
This chapter deals with the presentation and analysis of data collected from the field
of study. Fifty (50) questionnaires were distributed among History teachers of the
twenty-five selected secondary schools in Lagos State. All the fifty (50)
questionnaires distributed were duly completed and returned by the respondents.
However, summary of respondents biographic data were presented along with the
analysis of the three-postulated hypothesis using simple percentage and chi-square
statistical methods respectively.
Analysis of Respondents Personal Data
Table 1: Sex Distribution of History Teachers
Variables
Male
Female
Total

No. of Respondents
17
33
50

Percentage
34%
66%
100%

From Table 1, 17, which represent 34%of the respondents, were male while 33, which
represent 66%, were female. This implies that there are more female History teachers
than male in Lagos State secondary schools.
Table 2: Marital Status of History Teachers
Variables
Single
Married
Total

No. of Respondents
12
38
50

Percentage
24%
76%
100%

Table 2 above shows that 38, which represent 76% of the respondents, were married
while 12, which represent 24%, were not married. This implies that most of the
History teachers in Lagos State secondary schools are married.

27

Table 3: Educational Qualification of History Teacher

Variables
NCE
HND/B.Sc/B.Ed
PGDE
M.Sc/M.Ed
Total

No. of Residents
10
31
3
6
50

Percentage
20%
62%
6%
12%
100%

The Table 3 reveals that 20% of History teachers were NCE holders; 62% were
graduates; 6% has PGDE and 12% are masters degree holders. This implies that most
of the History teachers are graduates.
Table 4: Years of Teaching Experience of History Teachers
Variables
1-5 years
6-10 years
11-15 years
16-20 years
Above 20 Years
Total

No. of Respondents
2
10
18
17
3
50

Percentage
4%
20%
36%
34%
6%
100%

Table 4 above shows that 2 which represents 4% had 1-5 years of teaching
experience; 10 which represent 20% had 6-10 years of teaching experience; 18 which
represent 36% had 11-15 years of teaching experience; 17 which represent 34% had
16-20 years of teaching experience; and 3 which represent 6% had above 20 years of
teaching experience.
Testing of Hypothesis
Hypothesis One
Ho1: There is no significant relationship between availability of instructional materials
and students performance in History.
Table 5: Relationship between Availability of Instruction and Students Performance
in History.
28

Variables

SA

Availability of 95
Instructional
Materials
Students
130
Performance in
History
Total
225
S A: Strongly Agreed.
Disagreed.

SD

Total

112

214

X2 Cal

X2
Tab

32.722** 9.488
56

10

207

168
12
12
3
420
A: Agreed. U: Undecided. D: Disagreed. S D: Strongly

Table 5 above shows that there is significant relationship between availability of

instructional materials and students performance in History. This is because the table
value of chi-square (X2 tab), which was 9.448, is less than the calculated value of chisquare (X2 cal), which was 32.722. Therefore, the null hypothesis, which states that
there is no significant relationship between availability of instructional materials and
students performance in History, was rejected.
Hypothesis Two
Ho2: There is no significant relationship between effectiveness of instructional
materials and students performance in History.
Table 6: Relationship between Effectiveness of Instructional Materials and Students
Performance in History
Variables

SA

Effectiveness
of 135 48
instructional
Materials
Students
90
72
Performance
in
History
Total
225 120
**Significant, p< 0.05, df = 4

SD

Total

16

205

X2 Cal

X2
Tab

25.927** 9.488
9

184

12

20

12

389

S A: Strongly Agreed. A: Agreed. U: Undecided. D: Disagreed. S D: Strongly

Disagreed.

29

Analysis from table 6 above revealed that the calculated value of X 2 (25.927) was
greater than the table value of X2 (9.488) at 0.05 level of significance and degree of
freedom 4. In view of this, the null hypothesis, which states that there is no significant
relationship between effectiveness of instructional materials and students
performance in History, is rejected. Thus, there is significant relationship between
effectiveness of instructional materials and students performance in History.
Hypothesis Three
Ho3: There is no significant relationship between using instructional materials and
students performance in History.
Table 7: Relationship between Using Instructional Materials and Students
Performance in History
Variables

SA

Using Instructional 100 76

Materials
Students
65
100
Performance
in
History
Total
165 176
**Significant, p< 0.05, df = 4

SD

Total

10

296

18

191

24

14

387

X2 Cal

X2
Tab

19.217** 9.488

S A: Strongly Agreed. A: Agreed. U: Undecided. D: Disagreed. S D: Strongly

Disagreed.

Table 7 above shows that there is significant relationship between using instructional
materials and students performance in History. This is because the value of the test
statistics (X2 cal = 19.217) was greater than the table value of X 2 (9.488) at 0.05 level
of significance and degree of freedom 4. Based on this result, the null hypothesis that
states that there is no significant relationship between using instructional materials

30

and students performance in History was rejected. This implies that using
instructional materials in schools goes a long way in enhancing students performance
in History.
Discussion of Results
The findings of this research work revealed that there is significant relationship
between availability of instructional materials and students performance in History.
This simply means that availability of instructional materials in school enhances
students performance in History. Availability of instructional materials saves the time
the teacher spends in explaining, thereby enabling him/her to spend the time gained
on other productive work (Bransford, Brown and Cocking, 1999). They also believed
that instructional materials stimulate and motivate students to learn and this invariably
enhances their performance. In line with this result, Awotua-Efebo (1999) asserted
that the use of appropriate tools of instruction, such as electronic media, speeds up the
accomplishment of the educational objectives of which enhancing students
performance in one of them. However, Awotua-Efebo (1999) opined that large class
size poses problem for effective implementation of most instructional materials in
Nigerian secondary schools.
The second hypothesis tested in this research work revealed that there is significant
relationship between effectiveness of instructional materials and students
performance in History. This implies that effectiveness of instructional materials
enhances students performance in History. This result is in line with the view of
Bransford, Brown and Cocking (1999) who opined that instructional materials
promote meaningful communication, hence effective learning. Also, they asserted that
instructional materials ensure better retention, which makes learning more permanent.

31

Similarly, Koert (2000) stated in his studies that application of appropriate and
effective instructional materials enhances students performance in any subject
including History. Moreover, Dale (1999) advised that the teacher should improve the
effectiveness of materials by using them in a context of many instructional techniques.
Also the third hypothesis showed that there is significant relationship between using
instructional materials and students performance in History. Authors such as Heeks
(1999), Aguokoghuo (2000) and Greenwood (2001) believed that the use of
instructional materials is a sine quanon in affecting and/or changing behaviour of
pupils and students of every field, especially History. It was equally shown by some
of the authors that these materials are important catalyst of successful teachinglearning process. However, among the categories of instructional materials, the
electronic media have been described by Hepburn (1998) as the most powerful
weapon in instructional materials teaching tools in secondary schools. The reason is
not far-fetched as advances in technology have brought electronic media to the
forefront as the most radical tool of globalization and social development. Such
technological breakthroughs as networked and non-networked; projected and nonprojected; visual auditory. Audiovisual electronic media are important landmarks in
knowledge transfer. with electronic media both teaching and learning become very
pleasant experiences. Their power to teach and socialize has been varied as
documented in literature. (Hepburn, 1998). Similarly, Ndubisi (2001) argued that
textbooks for teachers and students are very necessary for learning. Though sensory
devices are very important, as a textbook is one of the materials for learning, they are
not only the only instructional materials that can be used in teaching History.

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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
33

Instructional materials are materials that are used to aid in the transference of
information from one person usually a teacher to another known as learner(s). For
example, a teacher may use instructional materials to aid in the learning of subject
matter for a class. These instructional materials could include textbooks, flash cards,
radio, television, typewriters and computer systems. Some call them instructional
materials, while others may call them learning or teaching aids. However, this chapter
is the concluding part of this research work, which studies a glossary of instructional
materials in History and usage in Lagos State secondary schools. Numerous relevant
materials, which were both of empirical and theoretical importance, were reviewed.
Also, conceptualization of the issues under study was done in this research work. In
addition, the major findings of the study were summarized and conclusions were
made based on the inferences drawn from the whole research work.
Finally, recommendations were made for effective ways of using instructional
materials for teaching and learning History and to enhance students performance in
the subject.
Summary of Findings
The first hypothesis formulated to guide this research work was tested using the Chisquare method and revealed that there is significant relationship between availability
of instructional materials and students performance in History. This means that
availability of instructional materials enhances students performance in History.
The second hypothesis revealed that there is significant relationship between
effectiveness of instructional materials and students performance in History.

34

Testing the third hypothesis, it was discovered that there is significant relationship
between using instructional materials and students performance in History.
Conclusion
Based on the findings of this research work, the following conclusions were made:
Positive relationships exist between availability of instructional materials and
students performance in History.
Effectiveness of instructional materials and students performance in History is
significantly related.
Educational technology enables students to access more information that helps to
improve their performance than ever before.
Significant relationships exist between using instructional materials and students
performance in History.
Instructional materials promote meaningful communication, hence effective learning.
Abstract concepts are easily demonstrated by using instructional materials thereby
aiding understanding through concrete impression.
Using instructional materials make boredom and frustration to be maximally
eliminated.
Instructional materials ensure better retention, which makes learning more permanent.
Recommendations
In this research work, recommendations were made for school principals, History
teachers and the Government.

35

School Principals
They should ensure that History teachers attend classes regularly and promptly.
Adequate teaching and learning materials should be provided for History teachers.
Computer and other ICT equipments provided by the Government for school use
should be properly maintained.
Ensure that students have recommended History textbooks.
Adequate provisions should be made for training of History teachers in the area that
involve the use of ICT equipments for teaching and learning.
History teachers should be informed about any avenue for them to develop and
function efficiently and effectively in discharging their duties.
Seminar and workshops should be organised for all teachers including History
teachers in the school at least once in a term.
Business Studies Teachers
Instructional materials such as computer systems, typewriters and telephone provided
for use by history students should be properly utilized and maintained.
History teachers must be prepared adequately for each lesson to be taught.
Relevant instructional materials should be used for each topic or lesson in History.
They should improve the effectiveness of materials by using them in a context of
many instructional techniques.
They should attend class regularly.

36

Trainings that can improve teachers effectiveness and performance should be

attended.
Relevant methods of teaching should be used for each topic or lesson in History.
Government
Typewriters, computer systems, telephones, photocopiers and other relevant materials
for teaching of History should be provided for use in schools.
History teachers should be well remunerated
History teachers salary and allowances should be paid as at when due.
Only qualifies teachers should be recruited and allocated to schools.
Adequate instructional media should be provided for use in schools
On the job trainings should be given to History teachers so as to enhance their
effectiveness.
Constant power supply should be supplied to secondary schools. Also, alternate power
supply should be made available.
History resource centres should be established in each local district and local
government in Lagos State.
Well-equipped library with current history textbooks should be provided in the
schools.

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38