USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF GEOGRAPHY IN SENIOR SECONDARY SCHOOLS
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USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF GEOGRAPHY IN SENIOR SECONDARY SCHOOLS
Chapter one
INTRODUCTION
1.1 Background of the Study
The term geography is derived from two Greek words: ‘geo’ meaning earth and ‘grapghy’ meaning to describe. Thus, geography can also be defined as a description of the earth. Geography (from Greek, geographia, literally “earth description”) is a subject of science that studies the regions, features, inhabitants, and phenomena on Earth. Geography is unique in that it combines the social sciences (human geography) with the natural sciences (physical geography).
Geography is simply described as the science concerned with the Earth’s surface. People who study geography are known as geographers. Mountains, deserts, rivers, and oceans are among the physical aspects of the Earth that geographers study.
They are also interested in how people influence and are affected by the natural world. Geography has much to do with our daily lives. Geography is the study of place, and it aims to understand how humans influence their environment, as well as the environment’s influence on humans.
Quite simply, it is the study of our surroundings. Instructional resources are materials that help teachers make their lessons plain to students. They are also utilised to deliver information, thoughts, and notes to students (Ijaduola, 1997). Pictures, flashcards, posters, charts, tape recorders, radios, videotapes, televisions, and computers are examples of instructional resources.
These materials enhance the standard instructional processes.According to Emma and Ajayi (2004), instructional materials are those that facilitate the teaching and learning process. It promotes knowledge of the idea and generalisation by making the instruction practical and relevant.
Any teacher who has the student’s best interests at heart must consider the methods and techniques he will use to make his teaching and learning process more successful and attractive to students.
According to Bassey (2002), science requires a lot of resources, and during a recession, it may be difficult to find some of the electronic devices and equipment needed for teaching geography in senior secondary schools.
According to Adeniyi (2000), instructional materials have the impact of communicating more permanently, addressing health issues, and retaining information when reinforced with aid. Certainly, instructional resources that are carefully chosen and applied skilfully will improve learning outcomes.
As a result, it is vital to explore the role of instructional materials in biology education and learning. However, both humans and animals have the ability to learn. In other words, they are potential students.
Certain factors within and outside the learner influence how well each person learns. Instructional materials can take several forms, including textual and non-textual, visual and aural, and audio-visual.
Witwoth and Benson (2003) state that there is a need for research on the use and usefulness of visual instructional resources in biology classrooms to improve teaching. With these concerns in mind, as well as educational growth, the current study is being conducted to address issues related to the effect of instructional materials in geography teaching and learning in Senior Secondary schools.
Schools should provide adequate educational materials to allow teachers to clarify their lessons. Adequate infrastructure and a conducive environment for successful geography teaching and learning, as well as retention of knowledge. Schools should send geography instructors to seminars and workshops to keep their knowledge up to date.
1.2 Statement of the Problem
The influence of using instructional resources in geography teaching and learning has been extensively explored, yet many questions remain unsolved. The necessity for researching locally available materials as a replacement for the grossly unavailable materials in our schools, resourcefulness of the teacher must be in accordance with the learners’ curriculum and surroundings so that classroom teaching does not have to be impeded by lack of cash.
As a result, the government must work to promote local technology in all of its forms, because geography is interested in offering holistic solutions to man’s issues. Many geography writers have highlighted the gross unavailability of instructional materials, as well as teachers’ attitudes towards their use in classroom teaching-learning circumstances.
Instructional materials are unavailable in our classrooms, and teachers are unwilling to improvise or use them. Thus, this study attempted to identify several secondary schools that required instructional resources in teaching geography.
Identify instructional materials required for effective teaching and learning of geography in senior secondary school. Identify instructional resources accessible in senior secondary schools and determine the usefulness of instructional materials such as chalkboards, funnel boards, model real items, overhead projectors, tape recorders, radios, televisions, etc. on student performance in senior secondary schools. Yaba LCDA.
1.3 GOALS OF THE STUDY
The primary goal of the study was to ensure the efficacy of using effective geography teaching and learning in senior secondary schools at Yaba LCDA.
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