THE USE OF INSTRUCTIONAL MATERIALS IN TEACHING BUSINESS STUDIES AT THE JUNIOR SECONDARY SCHOOLS
ABSTRACT
Nigeria’s National Policy on Education (NPE) was created to address the country’s technological and economic needs. One method for achieving this policy objective was the incorporation of Business Studies (Business Education subjects) into the Nigerian secondary school curriculum in 19822, including the Junior Secondary School Curriculum in 1982, including the junior secondary school level.
The purpose of this study was to investigate the use of instructional materials in the teaching of Business Education subjects at the junior secondary level in Mushin Local Government Area, Lagos State. The following essential areas are investigated: the existence and adequacy of instructional materials; the use of instructional materials by trained teachers;
the proper use and management of instructional materials; and in-service training for teachers through workshops/seminars. Questionnaires were distributed to Business Education teachers from 12 schools in the study area that offer Business Studies.
It was discovered that there is a significant deficiency in all of the areas examined, posing a significant challenge to tour education administrators. There were useful recommendations made to improve the effective use of instructional materials in junior secondary Business Studies teaching.
CHAPTER ONE
1.0 OVERVIEW
1.1 STUDY BACKGROUND
Nigeria’s National Policy on Education (NPE) was created in 1977 with the goal of meeting the country’s technological and economic needs. In 1981, the introduction of Business Studies (Business Studies Subject) into the Nigerian secondary school curriculum was one method of achieving this policy thrust.
The goal was to provide students in junior secondary schools with a general introduction to the broad field of business, thereby laying a solid foundation for well-equipped and informed practitioners who will support economic growth. The National Education Policy (NPE, 2004).
Section 3 defines Basic Education as “a nine-year program consisting of six years of primary education and three years of junior secondary education.” It was further amended in 2010 to 9-3-4, which means that primary school will be from 1 to 9 years, secondary school will be 3 years, and tertiary school will be 4 years. The act of 2004 defined Universal Basic Education in the same way.
Early childhood care and education, as well as Business Studies subjects, are part of the foundational requirements for students to build a solid foundation for a competent career in business, management, administration, arts, and social science.
The use of instructional materials as a teaching aid is one method for achieving the lofty goal of introducing Business Studies at the Junior Secondary School level. The study looked at the use of instructional materials in teaching Business Studies, their effectiveness from both the students’ and teachers’ perspectives, and the impact on overall student performance in a state with a large student population, such as Lagos.
1.2THE PROBLEM’S STATEMENT
Most of our primary and secondary schools in Nigeria are woefully under-resourced in terms of instructional materials. Even schools that have them do not make good use of them. Higher education is also dealing with the same issue, and those who use instructional materials are not properly rewarded. In other words, even when instructional materials are made available, there is a lack of institutional readiness to use them. It demonstrates a lack of support for the use of instructional materials in Lagos State secondary schools.
1.3OBJECTIVE OF THE STUDY
The goal of this research is to evaluate the use of instructional materials in the teaching of Business Studies subjects in Lagos State junior secondary schools.
1.4THE STUDY’S OBJECTIVES
The following objectives were established as a result of the study’s purpose:
i. Suggest ways to improve the productivity of education in junior secondary schools.
ii. Give teachers tools for arousing and maintaining learners’ interest, as well as changing students’ attitudes in the classroom.
iii. Improve methods for making learning and teaching more concrete, real, immediate, and permanent in the classroom.
iv. Improve classroom instruction methods
1.5 QUESTIONS FOR RESEARCH
The following research questions have been posed:
i. What are the advantages of using instructional materials in junior secondary schools?
ii. How can we make education more productive in Lagos State’s junior secondary schools? Lagos State junior secondary schools
iii. What methods or approaches can be used to improve the use of instructional materials in junior secondary school?
iv. How can we pique teachers’ interest in using instructional materials in the classroom?
1.6 THEORY FRAMEWORK
Gagné (1985) proposed a descriptive theory of knowledge with five outcome categories: cognitive strategies, verbal information, motor skills, and attitudes. He expands on some of these categories. He also proposed a strategy descriptive theory consisting of nine instructional events: gaining attention, informing the learner of the objective and activating motivation,
stimulating recall of prior knowledge, presenting the stimulus material, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. He then identifies the conditions required for learning to be efficient and effective for each outcome/event category. His prescriptive theory of instruction is based on these learning conditions.
1.7THE STUDY’S SIGNIFICANCE
It is widely acknowledged that education is the foundation of any nation’s growth and development. Meeting national technological and economic needs cannot be achieved without a pragmatic approach to secondary school learning.
1.8 OBJECTIVES OF THE STUDY
This study looked at how instructional materials were used in junior secondary schools in Lagos State. There were sampled schools from both public and private schools.
Students, teachers, school administration, and authorities were consulted in order to assess the current use and impact of instructional materials in junior secondary schools.
1.9 THE STUDY’S LIMITATIONS
The following are some of the study’s limitations:
1. The unwillingness of the teaching staff to disclose areas of subject matter weakness.
2. The unwillingness of school administrators to express their concern about the judicious use of Instructional Materials in subjects other than business studies.
3. The survey research instrument was the primary source of information from the respondents in the study.
1.10 PROCESS OF RESEARCH
A survey was conducted in some Lagos state schools to examine the teaching and learning of students who did not have instructional materials and those who did have instructional materials. In analyzing the data collected for this study,
the hypotheses were tested using the Chi-Square (X2) non-parametric technique. We also used data collection and data analysis tools, such as a questionnaire and an interview, in our research. Some teachers were interviewed, as were a few students.
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