Tag Archives: Instructional resources

Bridging the Gap Between Theory and Practice; Teachers’ Utilization of Instructional Resources in Teaching Social Studies in Basic Schools in West Mamprusi District in Northern Region, Ghana (Published)

This research work examines the extent of teachers’ utilization of instructional resources in teaching Social Studies in Basic Schools. The study also examines the various instructional resources that can be utilized by Social Studies teachers’ for teaching purposes within West Mamprusi District in Northern Region, Ghana. The researcher used qualitative method for data collection and analyzing. The researcher elicited information from respondents using structured interviews. The research focused on Basic Schools within West Mamprusi District. Two research questions were formulated for the research. The descriptive research design was used for the study. The targeted population consisted of head teachers, teachers and pupils in basic schools within West Mamprusi District. Ten (10) Basic Schools were randomly selected for the study. Twenty (20) Social Studies teachers and twenty (20) pupils, two (2) each were selected from the ten (10) schools using purposive sampling. All head teachers from the ten (10) basic schools were also interviewed. The study found out that teachers do not use instructional resources in the teaching of social studies from the interviews conducted. The causal factors for not using instructional resources in teaching from the interviews include; waste of time in preparing and organizing instructional resources to teach a particular topic, difficulty to obtain and expensive to buy by either the teacher or school, financial constraints, teachers lack of identification of materials and human resources, lack of knowledge by the teacher of what type of raw materials and resource persons to rely on for use in order to enhance the learning capacities of his/her students, and teachers basing their lack of instructional resource use to their many years of experience in teaching the subject.  Based on the findings, recommendations were made that Social Studies teachers need to be given orientation on the need to always teach the subject using instructional resources through in-service training, workshops, and seminars, Ghana Education Service and Parent Teacher Association (PTA) should support schools in terms of procuring the needed instructional resources to enhance the teaching of Social Studies, Teachers should also be initiative and creative enough to improvise their own instructional resources within the environment to promote effective teaching and learning to enhance students understanding, and internalization and application of lesson content,  The government must take the lead in terms of financial and production of these resources for all schools, The education resource  centers  of the country  should   also be commissioned  to identify, relocate, collect, store and distribute instructional materials and ideas to institutions of learning ,Such resource centers should have  a common directorate and research unit, which  will help coordinate its activities  and  seek  ways of improving  its services.

Keywords: Citizenship Education, Effective teaching of Social Studies, Instructional resources, Resource centers, Social Studies, Utilization, basic schools

Effect of Instructional Resources on Student’s Achievement in Physics and Chemistry in Secondary Schools in Ebonyi State, Nigeria (Published)

This study effect of instructional resources on student’s achievement in physics in secondary schools in Ebonyi State of Nigeria is a quasi-experimental design that deals with pre-test, post-test, non-equivalent, control group. Intact classes were used for the study. The participants for the study were drawn from four secondary schools in Ebonyi State. The schools were selected through simple random sampling. All the physics students of SS II in the selected sample schools were used for the study. Two schools out of the four schools were assigned to the treatment group while the remaining two were assigned to the control group. Two packages were developed by the researcher for control and treatment groups. Three research questions and three hypotheses guided the work. One instrument was used for the study, i.e. physics achievement test (PAT). Mean and standard deviations were used to answer the research questions while ANCOVA was used to test the null hypotheses. The following findings were made, physics students taught with instructional resources achieved higher and better than those taught without instructional resources. There is no gender bias in terms of students achievement in physics. Among other recommendations, both male and female students should be encouraged through counselling to see physics as one of the subjects needed for the country technological break through.

Keywords: Achievement, Instructional resources, PAT, Quasi-experimental, control group, physics