Background of the study On attaining Independence status as a nation in 1960 what seemed a major concern to most Nigerian leaders

then was how education would be accessible to all citizens of the newly created nation. Education was seen as the necessary instrument-immediately and essentially for the consolidation of the independence, for securing the new nation against neocolonianism and for making workable the newly established self government in a multi-ethnic society. Mass education, at least to the level of literacy, was also seen by the Nigerian leaders to be necessary to create a proper foundation for a democratic government (Best, 1984) . The desire to use education for nation building was (and is still) very compelling and so much was the faith in education that the schools of the nation were not only meant for political socialization but also for other social functions and for economic growth. This is why it becomes imperative at intervals to evaluate and see whether the educational system is relevant. The importance of education to human beings cannot be over emphasized. At the outset, it is important to point out that education goes beyond schooling, but

schooling at all levels helps to achieve the purpose of education. Education is a human right that should be accorded all human beings solely by reason of being human beings. The right of all Nigerians to education has always been provided for in the Nigerian constitutions. Specifically, the 1999 constitution provides in section 18 that:: (1) Government shall direct its policy towards ensuring that there are equal and adequate educational opportunities at all levels. (2) (3) Government shall promote science and technology. Government shall strive to eradicate illiteracy, and to this end government shall as soon and when practicable provide: (a) Free, compulsory and universal primary education (b) Free secondary education (c) Free university education (d) Free adult literacy programme For a good educational policy or programme to guarantee quality outputs, it must be serviced optimally with appropriately trained and motivated teaching staff, adequately supplied with necessary facilities and equipment. Resources (human, financial and material) therefore, constitute the principal bedrock of an educational

system. Unfortunately, the Nigerian education system has hardly tuned itself to these realities. However, one must realize that the quality of teaching and learning that takes place in a school revolves around teachers' activities and resources. Nigeria's policy on education is therefore a way of realizing that part of the national goals which can be achieved using education as tool. (a) (b) The inculcation of national consciousness and national unity The inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society. (c) The training of the mind in the understanding of the world around, and (d) The acquisition of appropriate skills and the development of mental, physical and social abilities and competences as equipment for the individual to live in and contribute to the development of the society (FGN, 2004) Sequel to the above-mentioned educational goals, the quality of management in term of teacher factors, instructional facilities among

other factors at all levels is expected to be oriented towards inculcating the following values; (a) (b) (c) respect for the worth and dignity of the individual faith in man's ability to make rational decisions moral and spiritual principle in inter-personal and human relations. (d) (e) shared responsibility for the common good of society promotion of the physical, emotional and psychological development of all children, and (f) acquisition of competencies necessary for self-reliance (FGN, 2004) With the provision of education by both government and private investors in Nigeria at all levels, it is imperative that the need to achieve adequately the educational goals of the nation must be vigorously pursued. Samuel (2006) contends that there cannot be any good system of education in modern societies without good schools and consequently good teachers. Ukeje (2001) in Samuel (2006) concluded that while education could be regarded as the key that

unlocks the door to modernization, it is the teacher who holds the key to the door. This asserts the important role of the teacher in educational system which seem to have received the support of the Ashby Commission's Report (1960), when it noted among other things that, a well qualified teaching staff is the first vital step in any attempt to train skilled manpower and this should be given first priority and the quality, Dedication and exposure of teachers determine the level to which students could benefit from their teaching and resources available. It was emphasized by Hallack (1990) in Adeogun (2001) that the quality of education system depends on the quality of its teachers. Fagbamiye (1987) in Adeogun (2001) remarked that teacher competence contributes to students learning outcomes. Secondary education no doubt plays significant roles in the achievement of the Nigerian educational objectives in the building of individuals that will not only be useful to themselves but equally to the society in general. Demonstrating strong faith in this level of education, Nigeria provided the following as the objectives of secondary education in the country;

(a)

Provide all primary school leavers with the opportunity for education of a higher level, irrespective of sex, social status, religion or ethnic background

(b)

Offer diversified curriculum to cater for differences in talents, opportunities and future roles.

(c)

Provide trained manpower in the applied sciences, technology and commerce at the sub-professional grades.

(d)

Develop and promote Nigerian languages, art and culture in the context of world's cultural heritage.

(e)

Inspire students with a desire for self improvement and achievement of excellence.

(f)

Foster national unity with an emphasis on the common ties that unite us in our diversity.

(g)

Raise a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under our broad national goals and live as good citizens.

(h)

Provide technical

knowledge

and

vocational commercial

skills and

necessary for agriculture, economic

industrial,

development. (Federal Republic of Nigeria).

With these laudable objectives of secondary education as stipulated in the national policy and as identified above, there is the need for the provision of adequate and necessary facilities (human, financial and material) in order to achieve them. In Nigeria today, there is no gainsaying that concerns have been shown on the decline in the performance of schools in achieving educational goals through effective instructional activities of schools especially the government-owned institutions. The key to quality at the formal system of education does not lie on curriculum development or in school reform. It rests, squarely, in the quality of the teachers who operates the system (Oloruntegbe 2003). By and large, day to day events lend weight to the above claim that teachers are responsible for the said fall in standard of education, is often made to their methodology. Teaching can only be effective when adequate and relevant resources are used (Afolabi 2006, Adeyanju 2006, Adedapo 2006 and Falade, 2006).

School facilities should be adequate enough such that students regard the school as a place they like to be, where they have opportunity to live their own lives in their free time without unnecessary pressures (Idowu 1996). No school can function properly without adequate equipment like audio-visual software, libraries and personal aids. According to Idowu (1996), the provision of textbooks, their quality and quantity are an obvious points like 'blood1 of a good school. Ajetunmobi (2000) observed that the curriculum of the last decade of the century was adequate for the time, and that inadequate infrastructural facilities and teaching resources marred the effort and effectiveness of the teachers. Ajetunmobi, (2000) in his research work in Lagos. Ogun, Oyo, Osun, Ondo and Kwara states, between 19901999, observed that over population was witnessed in

students/teachers ratio which was 55:1. In some schools, three students sat on a seat meant for two, leaking roofs or unroofed structures and dilapidated buildings characterized most of the village public schools. Suitable textbooks, qualified teachers, libraries which are adequate should also be provided for schools. Scarcity of these, according to Coombs (1970), will constraint educational system from

responding more fully to new demands. In order to raise the quality of education, its efficiency and productivity, better learning materials are needed. Knezewich (1975) also stressed the importance of having appropriate personnel plan and adequate physical facilities to support educational effort. This implies that the availability or otherwise of school facilities such as classrooms, laboratories, libraries audio and visual aids etc has direct effect on the performance of students as well as teachers teaching effectiveness and efficiency. Without the teachers as implementing factors, goals of education can never be achieved. In order to achieve a just egalitarian society as spelt out in the National Policy of Education (2004), schools should be properly and uniformly equipped to promote sound and effective teaching. It has been alleged that what is wrong with secondary education cannot be fixed with teachers alone, yet there is no doubt that man's contemporary existence is dominated by teaching. There is also a universal recognition of the need to use professionally qualified teachers in instructional processes as we enter the era of globalization

where school effectiveness and quality improvement is the order of the day (Reynolds et al; 1994; Barber and White 1997). Secondary school education is in the midst of crises. These schools originally are regarded as central to national capacity to connect with the new international knowledge system. Yet, the capacity for these schools to continue to play this role and other roles has been reduced drastically. Secondary schools remain the cornerstone for national development because they are foundation for the preparation of the country's citizens towards entering institutions of higher education (Barber and White, 1997; Creamers, 1994; Scheerens, 1994) Nigerian secondary schools exist in the shadow of their glorious past because of her inability to ensure quality and putting them at the right place at the right time. Presently, still employed to unqualified teachers are

handle instructional processes in secondary

schools. The unconducive atmosphere of our secondary schools learning environment also contributes to the poor academic performance of students. Our secondary schools experiencing

10

astronomical increase in population to extent that some classes use 3-5 registers for a class having up to 250 students. The smooth functioning of any organization depends largely on the availability of adequate resources. Educational resources which are the sum total of everything that goes into the system, are very essential for the effective operation and maintenance of the system. School buildings, students' enrolment, adequate and qualified teaching staff, furniture, textbook and their infrastructures are part of educational resources (Oni, 1988). The educational resources are human (Teachers and Non-Teaching) Physical (School buildings and infrastructures) Materials (Textbooks and other instructional aids) and financial resources. For a high and uniform academic standard, these resources, especially (human and material,) must be available in adequate quantity. Goal attainment in any school depends on adequate supply of suitable and efficient teachers and relevant materials resources that would enhance proper teaching and learning process within a conducive environment (Akinsanya 2008). When all these are hard to come by, then teaching will not be efficient and learning environment

11

will not be conducive for students. When resources are available, learning becomes more meaningful and through them information that is incidental to the process of teaching is retained better when supplemented with educational resources. Adeyemo (2005) remarks that no profession in Nigeria has suffered reversal of fortune than teaching. This has affected the commitment expected of the teachers. This then implies that the quality of service rendered by an unmotivated teacher could affect student learning outcomes. Osokoya (1996) sees teaching method as the strategy or plan that outlines the approach that teachers intended to take in order to achieve the desirable objectives. Most untrained teachers point accusing fingers on students rather than on themselves when the students are unable to carry out the expected behavior at the end of the lesson or in an examination. The National Policy of Education states, "No education system can rise above the quality of teachers in the system (FGN 2004). The Baguada Seminar Reports on Quantities and Qualities in Nigerian Education (NERC, 1980) as cited by ESA (2005) also shared the

12

consensus that teachers are the main determinants of quality in education: "If they are apathetic, uncommitted, uninspired, lazy, unmotivated, Immoral and anti-social, the whole nation is doomed. If they are ignorant in their disciplines and thus impart wrong information, they are not only useless but dangerous. Therefore, the kind of teachers trained and posted to schools may well determine what the next generation will be like". 1.2 Statement of the Problem Researcher Jerry Lowe of Texas University in 1990, concluded that good facilities appears to be important to student learning activities, provided that other conditions are met that support a strong academic program in the school. A growing body of research has linked student achievement and behaviour to teachers morale, physical building and environment conditions. In line with this ascertain, it has been observed that inadequate school facilities (building, laboratories, toilets, instructional materials, library etc) and Teachers, affect students academic performance and invariable jeopardize the overall objectives of the government on Educational system of the country.

13

Sequel to this, it is imperative to empirically investigate to what extent is the human Resources (Teachers and non-teaching Staff) and Material Resources (School buildings, Library, Laboratories, Playing ground, Instructional Materials etc) affects the academic performance of students in Secondary Schools. 1.3. Purpose of the Study The purpose of the study includes the following: (1). To find out the extent to which human resources (teaching and non teaching staff) and material resources (Infrastructure) aids the academic achievement of the student. (2). To find out some factors militating against the shortage of human resources and material resources in Senior Secondary School. (3). To assess the extend to which inadequate of human and material resources affect student academic performance. (4). To examine the role of educational planner in human and material resources planning.

14

(5).

To evaluate the level of student academic performance in relation to human (Teacher and non-teaching) and material resources.

1.6 (1). (2). (3).

Research Questions Will irregular payment of salaries affect teachers effectiveness? Will high teacher-student ratio affect teachers efficiency? Will wrong use of instructional materials affect teachers efficiency?

(4).

Will inadequate supervision of instructional affect teachers morale?

(5).

Will unqualified teacher affect the academic performance of students.

(6).

Will other businesses run by the teacher affect the students academically?

(7).

Will inadequate availability of recreational and sporting facilities affect students psychomotor achievement?

(8).

Will inadequate, spacious and well ventilated classrooms affect students performance?

15

(9).

Will inadequate supply of necessary school materials such as chalk, textbooks, charts etc affect teachers efficiency and students performance.?

(10). Will teachers qualification and teaching experience affect students performance.? 1.4 Significance of the Study This study is significant in a number of ways. Some of these are highlighted below: (i). It will provide policy makers with useful information needed for the formulation of education relating to in the system, (ii) It will enlighten curriculum planners to interplay all that exists between teacher factors and academic performance of students in the school system. (iii). The study will reflect the degree to which inadequate human and materials resources affects students academic performance and suggest possible ways of tackling problems in relation to the students performance. human policies especially those

resources and infrastructural facilities

16

Scope of the Study The geographical scope is delimited to thirty secondary schools in Atisbo Local Government in Oyo State with special reference to the quality and quantity of human and infrastructural facilities available in the schools. Definition of Terms The nature of concepts and terms used in this study are defined below to reduce ambiguity. They are: (a) Resources: This refers to infra structural facilities that can be used to enhance knowledge dissemination, information, retrieval, acquisition and retention in the school system. (b) Human Resources: These are the teachers and resource persons, that participate in the process of dissemination of instruction in the school (c) Material Resources: These include print and non- print materials (such as journals, textbooks, workbooks, newspaper etc.), classrooms, laboratories, toilets infrastructural facilities that are needed and for other proper

instructional process in the school.

17

(d)

Achievement: This refers to the quality and quantity of knowledge and skills that students are able to acquire in the cognitive, affective and the psychomotor domain of

educational objectives in the school system. (e) Teachers: These refer to human resources that are directly involved in the process of instructional dissemination to the student as a result of the day- today interaction and between the former and the later. (f) Student: These are set of people who are meant to benefit from the instructional processes of the school. The term is used interchangeably with "Learners" in the study (g) Learning Outcome: This refers to the academic performance (that is the success or failure of the student especially at the terminal classes). (h) Job Satisfaction: It refers to a personal feeling of liking or contentment whose level depends in the quality of interaction between the individual and his environment of work. It can also be referred to as personal fulfillment experienced in a working place that leave no room for complaint. activities

18

CHAPTER TWO REVIEW OF RELATED LITERATURE This chapter presents the review of related and relevant works to the study, the review was done basically on the findings and conclusions of other related research. It has been argued that the ability of the system in producing good results is strongly linked with the quality of instructional resources at its disposal. This literature review is carried out under the following headings; 2.1 2.2 2.3 2.4 2.5 Philosophy of Nigerian Education Indices of qualitative education Who is a teacher? Characteristics of professionally trained teachers. Resources factors in education 2.6 Human Resources Material Resurces Financial Resources

Teachers factors in education 2.7Appraisal of reviewed literature.

19

2.1

Philosophy of Nigerian Education The National Policy on Education (FRN, 2004) has been seen

as governments' way of achieving that part of its national objectives that can be achieved using education as an instrument. No policy be it on education, population, transportation, agriculture, health, industry etc. can be formulated, without first identifying the overall philosophy and objectives of the nation. The five (5) national objectives of Nigeria, as stated in the constitution and in the National Policy on Education, are the building of; a free and democratic society; a just and egalitarian society; a united, strong and self-reliant nation; a great and dynamic economy; a land of bright and full opportunities for all citizens. Nigeria's philosophy of education, therefore, is based on the integration of the individual into a sound and effective citizenry and equal educational opportunities for all citizens of the nation at the primary, secondary and tertiary levels, both inside and outside the

20

formal school system. As a result of these, the quality of instruction at all levels has to be oriented towards inculcating the following values: respect for the worth and dignity of the individuals; faith in man's ability to make rational decisions; moral and spiritual values in inter-personal and human relations; shared responsibility for the common good of society; respect for the dignity of labour and; promotion of the emotional, physical and psychological health of all children. For the philosophy to be in harmony with Nigeria's national objectives, it has to be geared towards selfrealization, national better human relationship, individual and

efficiency, national

effective unity,

citizenship,

national

consciousness,

as well as towards social,

cultural, economic, political, scientific and technological progress. The national aims and objectives to which the philosophy is linked are therefore: the inculcation of national consciousness and national unity;

21

the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society;

the training of the mind in the understanding of the world around; and the acquisition of appropriate skills, abilities and competence both mental and

physical

as equipment for individual to

live

in

and

contribute to the development of his society (FRN, 2004). Since the focus of this study is on the secondary level of education in Nigeria which among other forms, provide Nigerian children with intermediate education, it would be appropriate to identify in specific terms, the aims of education at this level. Learning and teaching is the concern of the trained teacher. But learning is a complex process. It can however be defined as a change in disposition; a relatively permanent change in behaviour overtime and this is brought about by experience. Learning can occur as a result of newly acquired skill, knowledge, perception, facts, principles, new information at hand etc. (Adeyanju, (1997)). Learning can be reinforced with instructional aids of different variety because they stimulate.

22

Indices of Qualitative Education Educational activities can be divided into Input, Process and Outputs. Inputs:- According to Aloy and others (1991) as quoted in Gbadebo (2001), the inputs consists of the use of buildings and equipment that are contained in them, the time of teachers, social workers, secretaries, administrators, inspectors, voluntary workers of all kind and the time of students. Process: This includes the methodology of teaching and

experimenting by teachers and learners, and the general teaching learning procedure Educational output: These are the results of what inputs and processing has produced which is the final result or outcome. According to agency for mass education draft (2004) quality of education in principles should deal with educational outputs and outcomes (e.g. learning achievement, the acquisition of basic life skills, citizenship etc) rather than inputs. However, because such educational outcomes are difficult to measure planners and managers

23

have tended to rely on the quantity of education inputs (resources) to access education quality. Gbadebo (2001) states that the other category of indices is called "factors input indices". This group includes indices or factors that have intuitive basis and which can be measured or determined by the quality of education. Some can be qualified while others cannot. Bamisaye (2000) identified the indices that can be qualified to include: (a) (b) (c) The quality and quantity of inputs to education Relevant curriculum Appropriate teaching methods and quality of teaching resources (d) (e) (f) Adequate and suitable infrastructural facilities Student teacher classroom ratio Availability and suitable textbooks, well equipped libraries and resources centers for teachers and students. (g) The proportion of the trained men and women in the teaching forces etc.

24

We can equate standard of education to quality of education. However, what constitute quality of education is questionable. Since there is no universally accepted method of measuring quality in education, one can only say that education is of good quality if it meets the objectives it set out to achieve. Beeby (1989) as cited in Gbadebo states that the quality of education may be arrived at three different levels. 1. Quality of instruction 2. Quality of school productivity and 3. Quality as judged by socia! and cultural criteria Who is a Teacher? Answers that were provided to this question by people from various works of life are many and diversed. Such answers range from meticulous statement to the intelligent and thoughtful ones. There are some people that have the opinion that only those who are good for nothing go in for teaching. People believe that the possession of some form of academic achievement qualifies a person to become a teacher. Another conception is that which sees teachers as persons charged with the

25

responsibility of helping other people to learn and to behave in new and different ways. The problem with this last conception, though the best of the three given so far, is that there is hardly any one left out in our society that cannot answer to the description. Parents, elders, civil servants, religious leaders and so on do help the young ones at. one time or the other to learn and behave in particular ways (Oloruntegbe, 2003). Webster's dictionary (1995) sees the term "teacher" to cover all those who impart knowledge and skills in formal and informal situations. A more acceptable notion is that given by Cooper (1377) and quoted in Olorunlegbe (2003). He considers "teacher" to be person '/hose primary professional and occupational function is..to help others learn and develop h new wavs. A teacher is someone who carries out activities of educating, instructing or teaching. I !e is the one that imparts knowledge or skill. He is the one that involves in deliberations, conscious and concise attempt to communicate the content of an instruction to students through his/her experience, maturity and training.

26

The definition of the word "TEACHER" given below is a fair summary of the personality traits expected of good teachers. T E A C H E R Trustworthy Energetic Approachable Courteous Helpful Educative Resourceful A teacher plays an indispensable role in the process of teaching and learning in other words, he is the change agent that harnesses other resources for production function. In support of this, Nwagwu (1998) emphasized that "the concept of education by itself implies the existence of teaching and learning, hence the mention of the word school evokes automatically the picture of teachers and students in an interactive environment." Many people find themselves teaching in educational institutions today but not all such people possess the skill in the art of explaining what they know or transmitting their knowledge to the

27

learners under their direction. This unfortunate circumstance is a result of many, people seeking employment and not necessarily being prepared for a career in teaching. The major work that teachers do can be classified into three divisions and they are as follows. 1. 2. Improving conditions for effective learning Investigating instructional effectiveness and implementing those factors which will help students achieve their lives' goals; 3. Meeting students in the programmes in which they are already enrolled. Teachers are trained and hired by a society to help fulfill the purpose of providing certain type of educational experience. While education, learning and teaching can take place in many different settings, most societies realize that education is too important to be left to chance. Consequently, schools an established and teachers are hired to facilitate learning and to help people live better and happier lives. Teachers can then be described as social agents hired by the society to help facilities the intellectual, personal and social

28

development of those member^ of the society who attend schools (Popoola, 2006). Ema & Ajayi (2006) opined that without the teacher who is knowledgeable, instructional materials cannot create change and progress the only time it begins to make impact is when the teacher begins t. make use of it and allows it to take over its values. This portrays the professional attributes of the teacher and general knowledge of his creativity in selecting, develop and use of instructional materials effectively. Characteristic of Professionally Trained Teachers The professionally trained teachers must combine the science of education with the art teaching. He must combine the two of academic, professional and personality characterizes (Gbadebo 2001). The submission of Fafunwa (1969), Alabi (1985) and Balogun (1991) underscored the need to adequately train teachers on the three areas mentioned above. Since teachers are model, poor teachers tend to reproduce their own kind. The more backward community is the more vital the teachers role on guiding activities of the people and inspiring to be more profitable.

29

The teacher is indispensable by training and experience. He is expected to be able to handle various issues, which arise in connection with learning and generally he is expected to guide the learner and give the leadership as needed. Other characteristics of a professional teacher include the teachers interest in individuals as person. He enjoys association with children. He has the ability to awaken in children the desire to learn. He must be able to detect and protect the interest of students and recognize their needs. He has the knowledge of how students learn and is willing to work with them. He must be flexible and cooperative. Popoola (2006) states that the qualities of a teacher should include competence, dedication, integrity, good humour, gentleness, friendliness, firmness and intelligence. Apart from both academic and professional qualifications, their time -to-time actions should not be inimical to the students who can behave any-how at any time. Teachers should manipulate all available resources in terms of instructional materials in such a way that students would not regard their lesson as mere 'film show'.

30

Oloruntegbe (2003) contends that the roles of teachers can be linked to their characteristics. According to him, teachers as decision makers at the classroom level, must be democratic, firm but at the same time flexible. As motivators of learners, teachers must be innovative, initiative and humorous. As transmitters of disseminators of knowledge, teachers must be scholarly, versatile and always ready to learn. As agent of change teachers must be dynamic, progressive and full of foresight. Diverse as his roles are so profound those should be the characteristics of the teacher. In a nutshell, the training acquired by a teacher according to Habermas (1992) is expected to equip him with the ability to: help students to see the big picture of what they are learning: link the subject matter to what the students already know; progressively encoverage deeper and broader thinking about the matter, provide meaningful feedback at appropriate intervals to the students on their performance; create an enthusiastic and positive approach to the subject matter; believe in the students and set realistic learning goals for them; stimulate students' ability to remember significant concepts by using a variety of senses (learning, touching, seeing, smelling and

31

feeling) and activities in the teaching; present the best examples of the theory and practice of the subject matter and materials; incarnate (live out) the qualities of his or her subject in a consistent and wholistic manner. All these are the desired qualities for the teacher. As observed by Oni (1995) "among those with university degree three-quarter were not professionally trained for the classroom. The question one now raise is that teacher who were not trained in the art of teaching, how can they make effective use of instructional material. In summary the teacher cannot afford to exhibit incompetence in any area of life that closely bear relation to his profession. 2.5 Resources Factors in Education Resources are vital factors that make a system function. Oni (1995) said resources in education are the sum total of all things that goes directly or indirectly for the purpose of education and training, to support, facilitate or encourage transmission, acquisition of

knowledge, competence, skills and know how. Resources could be people, ideas, materials, devices, strategies, funds, facilities, equipment and others. Effective development and

32

management of these resources leads to learners benefit and advantages. Castaldi (1971), Hallack (1990) and Fabunmi (1997) cited in Umuobong (2000), all stressed the importance of providing resources to schools, They acknowledge that resources input in terms of quantity and quality are essential ingredients for effective functioning of every educational systems as well as helping to facilitate learning. Besides, Ogbodo (1995) cited in Umuobong (2000) explained that educational facilities are the material things that facilitate teaching and learning process in school and include teaching aids, school libraries, school building, classrooms assembly halls, laboratories and workshops. World Bank (1988) cited in Umuobong (2000), recognizes the importance of resources inputs to school, and explains that educational objectives and quality of education can only be archived to the extent that the various resources are available and well managed. Obadara (2006) agrees that resources are inputs used for the purpose of accomplishing educational goals and objectives. The

33

resources or inputs are vital factors that make the system functions. In his words, it is the provision of resources into the school system and effective utilization of such resources that determine the success of achievement of the set goals of the system. In a nutshell resources are very important in the development of qualitative and quality education. From this perspective, resources in education can be grouped into human and non-human resources. Human Resources True to proponents of human capital theory, the accumulation of the physical capital alone makes little or no sense except if there are human beings with the necessary skills to make use of the money and machinery. It is the available human resources that mobilize and galvanize other resources (material resources) and financial resource) for sociological political, economic, scientific and technological development (Adeyanju 2010). Human resources are viewed to be the most important of the rest resources that are involved in the production of set objectives of the institution. This is because it is the only resource that has the capacity to organize and utilize other resources for the achievement of educational goals and objectives of

34

all human resources in the educational system teachers have been recognized as indispensable human resources and infact, the single most important than quality of equipment and materials or the level of financing (Oni,1995). Since quality output depends on quality input, the success and quality of any educational system depends on the quantity and quality of teachers input into the system {Obadara 2006). Human resources include teachers and other categories of workers in the school such as: Laboratory attendants, Librarians, Bursar, Drivers, Cleaners etc. The impact of the services of the latter set of human resource is not the concern of this study and therefore will not be discussed in this project report. School facilities have been observed as a potent factor to quantitative education. The importance to teaching and learning of the provision of adequate instructional facilities for education cannot be over-emphazied. The dictum that "teaching is inseparable from learning but learning is not separable from teaching" is that teachers do the teaching to make the students learn, but students can learn without the teachers. According to Akande (1985), learning can occur through one's interaction with one's environment. Environment here

35

refers to facilities that are available to facilitate students learning outcome. It includes books, audio-visual, software and hardware of educational technology; so also, size of classroom, sitting position and arrangement, availability of tables, chairs, chalkboards, shelves on which instruments for practicals are arranged (Farrant, 1991 and Farombi, 1998). According to Oni (1992), facilities constitute a strategic factor in organizational functioning. This is so because they determine to a very large extent the smooth functioning of any social organization or system including education. He further stated that their availability, adequacy and relevance influence efficiency and high productivity. In his words, Farombi (1998) opined that the wealth of a nation or society could determine the quality of education in that land; emphasizing that a society that is wealthy will establish good schools with quality teachers, learning infrastructures that with such, students may learn with ease thus bringing about good academic achievement. Writing on the role of facilities in teaching, Balogun (1982) submitted that no effective science education programme can exist without equipment for teaching. This is because facilities enable the learner to

36

develop problem-solving skills and scientific attitudes. In their contribution, Ajayi and Ogunyemi (1990) reiterated that when facilities are provided to meet relative needs of a school system, students will not only have access to the reference materials mentioned by the teacher, but individual students will also learn at their own paces. The net effect of this is increased overall academic performance of the entire students. Material Resources It refers to the totality of non-human that is to be used for the attainment of educational goals. (Adeyanju 2010). These can also be referred to as the infrastructural facilities available for use by the human resource within the organization. To a great extent, materials resources could equally determine the level success or failure of the school, this is because, the quality of these material resource could either render the human resources redundant and ineffective or functional and effective. Scholars are in agreement that material resources are very important for the success of any worthwhile educational endeavor. Hallak (1990) identifies facilities as a major factor contributing to

37

academic achievement in the school system. These include the school building, classroom accommodation, libraries, laboratories, furniture recreational equipment, general terms material resources could be divided into three (3) categories. The first category comprises the basic physical structures and fixtures and fitting to make the structures usable e.g classrooms, Administrative blocks, typing pools, libraries, laboratories, workshops etc. The second category comprises of instructional materials and equipment. These include textbooks, charts, maps, audio-visual and electronic instructional materials. The last category consists of paper supplies and writing materials such as biro, chalk, crayon etc. Non-human resources can be sub-divided into infrastructural materials and instructional media. Infrastructural materials include buildings such as Libraries, Laboratories, Classrooms, Staffrooms, Guidance and Counselling Officers, Resource rooms etc. The availability or otherwise of these facilities has a great impact on students achievement either directly or indirectly.

38

An unconducive school environment is a potent factor in most Nigerian schools today. Most of the old schools now have dilapidated buildings. They are never renovated, while the new one have most of their buildings poorly constructed. In some schools, students are made to sit on the floor as a result of inadequate furniture while others are made to sit under trees outside the classroom. Some are even asked to bring their furniture from their homes (Gbadebo 2001). Idowu

(1996) contends that the building which houses the school and the open space provided set limits upon what can be done to make it a good school. He stressed further that the school should have common rooms outside the classroom where students of different classes could meet and exchange ideas and pleasantries. Sparkling clean toilet as well as sports and games facilities in a normal school environment should be provided. In most Nigerian schools, toilet facilities are very poor and in the some cases non existent. Bushes, latrines, rivers are used as toilet and thus constitutes, serious threats to health (Adenokun, 2000). The problem of inadequate classroom in most Nigeria school has led to overcrowding Efunbajo (2005) in his study pointed out that

39

there is a positive relationship between class size or teacher pupils ratio. The lesser the ratio, the better the performance of pupils. Gbadebo (2001) citing Esezober (1986) contends that on a high teacher student ratio, any learning under such a condition can neither be meaningful nor effective. He went further to identify two major problems posed by a large class size as follows: a. The provision of an opportunity for discussion or for any kind of oral input to the written work is difficult. b. The amount of time involved in marking scripts can dissuade even the most enthusiastic teacher from setting the quantity of written work that he feels would benefit the student. Generally, in situations where teacher - students ratio is high, the method of assessing the learners performance will surely change to reduce the problems the teacher may face by marking so many test scripts which may eventually disturb the from doing other classwork or paying attention on slow learners in the class.

40

Financial Resources Fund is required to maintain school plant and other service that will keep the school going. Money is then regarded as the life wire of the school. It is the fuel and lubricate" which propels the school to move on, it is money that provides all the essential purchasing power with which education acquires its human/material/physical input. Stoner (1982) says that financial resources play a significant role in determining the quality of education. This is so because the procurement of facilities and equipments, their maintenance and the development of personnel depend largely on the available financial resources. Oni (1995) observed that financial resources are the monetary inputs available for the expended on the educational system. They are usually referred to as cost of and expenditure on education. However, financial resources in education can be gotten in various ways. It could be through payment of tuition fees by students, government subventions inform of grants, donations, endowments funds, loan and revenue from projects.

41

Thus, it is only when the available financial resources are effectively utilized for the realization of set goals will there be any hope for achieving quality education 2.6 Teachers Resources Factor The importance of teachers in the education enterprises has been emphasized by philosophers and scholars from ancient times to the present days. There is no gain saying the fact that teachers are at the centre of crisis in the education system. Education is a massproduction and labour intensive enterprise, and as the number of students increases, so does the need for more teachers arise. Ejiogu (1997) concluded that Nigerian Secondary School teachers are still treated like beast of burden, no mater their qualifications, status, and the education level where they operate. At times, he said, they are even treated like villains who is responsible for all the problems and crises in the education system. Teachers Resources Factor as they affect the learning outcomes of the students are as follows; a. Governmental political policies b. School factor

42

c. Self Regulation d. Commitment to work e. Low payment f. Pupil-Teacher Ratios

g. The Teaching Career, h. Recruitment The term "Policy" can be explained as statement, which expresses goals, and the means of achieving them. Policy provides a road-map for actions tailored towards meeting specific goals. According to Jaiyeoba and Atanda (2005), education policy represents definite courses of action proposed by the government in power or an executive authority and adopted as expedient to the issues and problems of education. Education policies, which may take the form of Ordinance, code or even an act, have been observed to change with changes in the political leadership of Nigeria. The inconsistencies in educational policies have been argued to be responsible for the poor learning outcome of students in secondary schools. School factor: Quality education cannot be achieved if quality teachers even those that are professionally qualify both in character

43

and learning do not work in conducive atmospheres at school. Such a teacher would be quickly frustrated and lose all or more of the good qualities they brought to the school and consequently fail to perform to the peak level. The quality of school buildings may be related to other school quality issues, such as the presence of adequate instructional materials and textbooks, working conditions for teachers and the ability of teachers to undertake certain instructional approaches. Such factor as on-site availability of lavatories and a clean water supply, classroom maintenance, space and furniture availability all have an impact on the learning outcome of students. Inadequate resource materials for teaching is indeed a major problem in Nigeria. Nigerian Times Publication of September 15, 1990 reported findings of a research commissioned by the World Bank and the British Overseas Development Administration stating that many institutions in Nigeria do not make available to school pupils textbooks, appropriate reading materials, library and laboratory facilities. The perception of a situation of this nature as having the most effect on pupil academic performance or as responsible for the high rate of academic failures among students is supported by

44

Maclean's (1966} claim that difficulties expressed by failing students may be due to lack of material information for learning. A supposedly learning environment devoid of necessary learning materials will definitely result into learning difficulty and hence failure by the learner. Self Regulation: The established professions enjoy a high degree of self regulation and are successful in maintaining high barriers to entry in term of qualification requirements and registration. Teachers, on the other, hand, tend to have week, state-dominate professional organizations with factions. Commitment to work: There is no doubt that membership of the major professions implies a life commitment to the task. In the case of teaching, no such a life commitment to the task of teaching is apparent as in other professions. One of these factors is the general notion of teaching as a "second choice" profession with many of the teachers only committing themselves to it at a late stage when they know that they cannot change their profession. Majority of the teachers at the initial stage of their teaching career did not expect to stay in teaching

45

for more than a few years. They consider it as a stepping stone to other occupations. Low Payment: It is widely noted that incentives for schools and teachers in the public education system to perform well are frequently weak due to ineffective incentives and sanctions. Pupil-Teacher Ratios The weak correlation between school enrolments and the numbers of teachers employed in each school is the most obvious indicator of poor deployment. Variations in pupil-teacher ratios between schools are typically very large in most countries. Recently, the ratio in

most public secondary schools is between 70 to 90 to 1 teacher. The Teaching Career The concept of 'career' implies both the notion of a commitment to a form of life-work or calling and the process whereby an individual progresses upward through a hierarchy of professional roles. Upward mobility in the teaching profession often requires teacher to leave the classroom for an administrative role in the school or within the local authority, for college or university lecturing, for inspectorate, for a research post, or for any one of a number, of other

46

possibility (Adegoke 1998). Unfortunately, the prospect for majority of the teachers to reach this peak is very limited since there are only few positions at a time. Majority thus retired without getting to the top. Recruitment Entry into teaching profession in Nigeria has been a source of worry to discernable observers. In the past, primary six leaving certificate and Modern School Certificate holders were the requirements for entry into the teaching profession, and to teachers' colleges. Later, school certificate holder constituted the bulk of teaching forces in primary school, in the early seventies, currently, the majority of students who apply or enter the Colleges of Education and University's Faculty of Education are usually those with low grade, in the competitive JAMB Examination. Majority of them reluctantly pursue education as a last resort. So at the end of their course, graduates from colleges of education and faculty of education opted out from teaching and looked for more lucrative jobs. When the British Colonized Nigeria, they established mission schools which later developed into government aided schools. There

47

also evolved different categories of teachers during this period. Nothing was done in the area of recruitment and selection of teachers into our schools. The yardstick was the ability of the individual to be able to speak and communicate to the indigenes and spread the Christian religion to them. Lack of qualified teachers at the advent of formal education in Nigeria brought only little progress to the educational system. Osisami (2000) lamented that the teachers were totally ill-equipped as they were in the 1960s when a survey by the World consideration of the organization of the teaching profession in 1961 stated that:: "Most teachers in Nigeria schools are totally ill equipped. Over 75 percent of Nigerian teachers have no training in teaching and are therefore not qualified professionally to teach. Nigeria was the second worst, second only to Liberia (75 percent) in order of professional inadequacy. Ukeje (2001) noted that next to learners, teachers constitute the second most important input in any education system. The preparation of efficient and effective teaching personnel is therefore crucial to the

48

realization of the goals of the National Policy on Education. It is popularly believed that no educational system can rise above the quality of teacher. Olalekan (2000) as cited by Adenokun (2004) reiterates that the teacher occupies a very sensitive position in the education process. The competent and conscientious teachers is a vital aspect in education. It is regrettable to observe that teaching has become a everybody job in Nigeria today. Gbadebo (2001) also concluded that many people now see teaching as a job that could be done when there is no other choice. There is no adequate encouragement for teachers who are in the position of steering the wheel of education of learners. The irregular payment of salaries and the generally poor condition of service to which teachers have been subjected over the years is a potent factor in the education industry (Samuel 2006). Research finding have among other things shown that teachers job satisfaction or dissatisfaction has to do with good working environment, irregular payment of salary, poor salary and official government policy (Samuel 2006). He concluded that teachers salary package is the least in the society compared to other professions. Adewuyi (1996) contends that student

49

teachers on teaching practice always plan adequately for their lessons due to the awareness that supervisors are coming to check on them at any time. In our schools nowadays, there is no regular supervisor of instruction, hence most of the teachers can afford inadequate planning. Such teachers would always prefer teaching without sufficient teaching resources. They would neither look for available ones nor improvise for the scarce ones. Apart from poor" condition of service especially in form of low pay another factor which may cause poor attitude to work and ineffectiveness may also be overload of teaching schedule as a result of teacher shortages, a school-related condition ranked highly as affecting pupil academic performance adversely. Thus the inadequate resource materials for teaching, large class sizes, and overload of schedule are conditions which can lead to teachers' poor attitude to work and ineffectiveness. This argument is consistent with Bacharach, Bauer and Shebb's (1986) claim that lack of resource materials for teaching has a direct effect on the teacher's ability to perform and an indirect impact on teacher's motivation and satisfaction. It Is further argued that a basic principle of job design Is that incumbents must be

50

provided with the resources necessary to carry out the duties assigned. No matter how motivated or competent employees may be, lack of resources will prevent them from accomplishing their responsibilities and may even result In frustration and de-motivation (Bacharach described as "poor teachers' attitude to work". Inadequate funding: Inadequate funding is one of the obstacles to effective management of secondary education in the country. According to Aghenta (1984), the success of any secondary school depends upon the resources available to it. Money is very important in this respect because by it, all other vital elements in the school can be obtained, such as school building, purchase of equipment, payment of teachers' salaries and allowances and running expenses. Meanwhile, Jaiyeoba and Atanda (2003) explained that the rapid expansion of students' enrolment in Nigeria since the attainment of independence followed by the enrolment explosion in recent years have made education a thorny responsibility for government to shoulder. Hence inadequate funding has resulted in poor teaching and dilapidated buildings (Omoregie, 2005). There is no doubt whatsoever, that the inadequate funding of the secondary school

51

system in the country has hindered the accomplishment of some of the aims and objectives of this level of education as contained in the National Policy on Education. Inadequate facilities: School facilities are the material resources that facilitate effective teaching and learning in schools. Jaiyeoba and Atanda (2005) posited that educational facilities are those things which enable a skillful teacher to achieve a level of instructional effectiveness that far exceeds what is possible when they are not provided. The state of infrastructural decay in many secondary schools in Nigeria is a manifestation of poor funding of the system. Ahmed (2003) revealed that in most of the nation's secondary schools, teaching and learning takes place under a most unconducive environment, lacking the basic materials and thus hindered the fulfillment of educational objectives. Low staff morale: Teachers are the centre-piece of any educational system. No education system can rise above the quality of its teachers. Teachers whose morale is low are not likely to perform as expected in the school system. According to Ajayi and Oguntoye (2003), the numerous problems permeating the entire educational system in

52

Nigeria such as cultism, examination malpractices, drug abuse, indiscipline, persistent poor academic performance of students in public examinations and many more seem to suggest that teachers have not been performing their job as expected. Fadipe (2003) posited that teachers, apart from students, are the largest most crucial inputs of an educational system. They influence to a great extent the quality of the educational output. Teachers' irregular promotion, low pay package (when compared to other public workers), societal perception of the job and many more have dampened the morale of teachers. When teachers are not motivated, their level of job commitment may be low and the objectives of the school may not be accomplished, Poor supervision of schools: Effective instructional delivery and maintenance of standards in the school system are enhanced through regular internal and external supervision. Ayodele (2002) argued that secondary schools are presently supervised by two categories of people, viz: (i) internal supervisorsthe within-the school,

supervisors as principals, vice-principals and heads of departments; (ii) external supervisorsthe outside-the school, supervisors as the formally designated officials from the inspectorate division of the

53

Ministry of Education and the various Area or Zonal Education Offices. The primary responsibility of inspectors is to see that high standards are maintained and that schools are run in accordance with the laid down regulations. While it has been argued that the principals have been discharging their duties as internal supervisors, the external supervisor (inspectors from the Ministry of Education) appear nonfunctional as they seldom visit schools to monitor the operations in these schools. This has invariably hinder effective teaching-learning in schools. Frequent changes in policies; The term "policy" can be explained as statement, which expresses goals, and the means of achieving them. Policy provides a road-map for actions tailored towards meeting specific goals. According to Jaiyeoba and Atanda (2005), education policy represents definite courses of action proposed by the government in power or an executive authority and adopted as expedient to the issues and problems of education. Education European Journal of Educational Studies 2(3), 2010 190 policies, which may take the form of ordinance, code or even an act, have been observed to change with changes in the political leadership of Nigeria.

54

Principals of schools are often caught in this web when government changes existing education policy. The inconsistencies in educational policies have been argued to be responsible for the poor service delivery in the system. Summary of Reviewed Literature A number if reasons have been adduced for the falling standard of education in Nigeria.Prominent among them as absorbed by Idowu (1996) are lack of adequate instructional materials, inadequate accommodation, poor quality of teaching staff among others. Effective teaching is referred to as the act of teaching which manifest a high level of efficiency in the accomplishment of the teaching task. For any teaching to be deemed effective, human and material requirement must be available and harmoniously coordinated for the achievement of those objectives for which the teaching was embarked. The unfortunate situation is that most Nigerian Secondary Schools lack the essential requirements either in the teacher preparation programme or in the teaching process proper and when this is so the inevitable outcome is that teaching is rarely effective (Ogunbowale, 2001).

55

The importance of resources in secondary education cannot be over emphasized. It is not possible to deliver effective education without some level of relevant resources. This has been highlighted by various education analysts and professionals., instructional resources provide a solid basis for conceptual thinking; increase the propensity of the brain to retain information; make learning more interesting; and take care of differences that may exist among learners. Finance, as a resource, plays a crucial role in the development of education. Proper funding and a good supply of qualified teachers can greatly improve the facility index of a school. Efforts at resourcefulness may yield better results for the latter because of an improved resource base. The material and human requirements for an effective teaching usually border on certain operating factors such as course organization, student - teacher rapport and interaction, general teaching skills as measured by knowledge matter and style of delivery and of the subject matter, instructional facilities, stimulation and interest, grading and evaluation of methods among others (Gbadebo, 2001).

56

Different views expressed by researchers seem to suggest that the quality of education available in any given society cannot be better than the quality of teachers, (Nwoke, 1988). Eyibe (1990) stated that sometimes students protest against ineffective teaching shown by their respective teachers in the classroom. He further observed that many teachers with requisite professional qualifications have failed to perform adequately in the classroom (Ogunbowale, 2001) Much have been written about the concept of instructional materials by various researchers there is a general consensus that the usage of instructional materials is a great value to the academic performance of the students. Utilization judges the value of instructional materials, process or personnel by the degree they singly or collectively satisfy the derived instructional needs. The foresight instructional behaviour controls, to a large extent, the means for achieving them. Instructional materials are not ends in themselves but means of attaining specific instructional function.

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CHAPTER THREE METHODOLOGY 3.1 Research Method This section describes the procedure to be used in carrying out the present research work. The procedure entails: the research design, population, sample and sampling technique, research instrument, validity and reliability of the instrument, administration of the instrument and method of data analysis. 3.2 Population of the Study The population for the study is made up of all public secondary schools in Atisbo Local Government Area of Oyo State for 2010/2011 Academic session with special reference to the students and teachers. 3.3 Sample and Sampling Techniques A multi-stage sampling techniques will be used in this study to select the schools, the teachers and students. Four (4) public secondary schools out of seven (7) secondary schools in Atisbo Local Government will be randomly selected by simple random sampling representing 60% of the secondary schools within the local government areas. With respect to students, 10 students from each

58

school will be randomly selected and also 5 teachers will be randomly selected from each schools totaling 40 students and 20 teachers in all. 3.4 Research Instrument The teacher and students question (TSQ) will be used. The instrument has sections A and B, seeking information on the influence of human and material resources on Senior Secondary School Students in Odogbolu Local Government. The section A is on

personal information from the respondents (Teachers & Students). The section B focuses on the variables of the influence of human and material resources on students academic performance. The section B of both questionnaire (Teachers & Students) consist of 20 items and they shall be rated on a four point Likert Scale of: Strongly Agree Agree Disagree (SA) (A) (D) 4 points 3 points 2 points

Strongly Disagree (SD) 3.5

1 point

Validity of the Instrument The validity of the instrument is determined by the project

supervisor which gave room for face validity to be employed.

59

Therefore this questionnaire is valid because it was prepared under the guidance of supervisor and other experts in the field of Educational Management to evaluate the strength of the instruments. 3.6 Reliability of the Instrument The test-retest reliability method was used to ensure the consistency of TSQ in measuring what it is expected to measure. Another 40 respondents was selected and which comprised both teachers and students for pilot study. 3.7 Administered of the Instrument The researcher shall personally administer the questionnaire to all the respondents in the selected secondary school during the school hours. The selected students and teachers will be given useful information about how to fill the questionnaire. The questionnaire will be introduced to the respondents and they shall be encouraged to promptly fill the instruments in order to ensure that a substantial number of the questionnaire is returned. 3.8 Method of Data Analysis The data generated for the study will be analyzed using descriptive statistics and inferential statistics of t-test.

60

CHAPTER FOUR ANALYSIS OF DATA AND DISCUSSION OF FINDINGS The analysis of the data collected and the results are presented in this chapter. It focuses on the analysis and the interpretation of the data collected from the questionnaire. The total number of questionnaires distributed and collected were 60 questionnaires which were filled appropriately. The responses are presented and analyzed in simple percentage. Table 1:Statistics of the Participants Participant s Students Teachers Total NO OF RESPONDENTS 40 20 60 PERCENTAGES (%) 66.7% 33.3% 100.0%

Table 1 shows the distribution by sex of respondents that responded to the items in the questionnaire. Student respondents are 40 (66.7%) and Teachers 58 (33.3%)respondents. This shows that student respondents are more than the teacher respondents.

Table 2:

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Table 3: Implication of modern technology on teaching and learning of Social Studies in Secondary Schools.
S/N 1. 2.
SA STATEMENTS 64 Computer technology should be used in teaching and learning (53.3%) social studies. 39 Computer technology had performed greater roles in (32.5%) teaching and learning social studies. 47 3 Social studies can be properly taught in a more applicable (39.5%) form through the use of modern technology 61 4 It is necessary for social studies student to be computer literates (50.8%) 53 5 The utilization of modern technology for teaching and (44.2%) learning of social studies will equip every learners and business educators with right skills to face any future challenge. A 55 (45.8%) 80 (66.7%) 62 (51.7%) 58 (47.2%) 61 (50.8%) D 1 (0.8%) 1 (0.8%) 4 (9.2%) 1 (0.8%) 6 (5%) SD TOTAL 120 (100%) 120 (100%) 120 (100%) 120 (100%) 120 (100%)

.3.

.5.

Table 3 clearly shows that 99.2% (1.19) of the respondents strongly agreed and agreed that computer technology should be used in teaching and learning social studies wile 0.8% (1) of the respondents disagreed. 119 (99.2%) of the respondent agreed that computer technology had performed greater roles in the teaching and learning social studies while 1 (0.8%) disagreed 109 (90.8%) respondent agreed that social studies can be properly taught in a more

62

applicable farm through the use of modern technology while 11 (9.2%) disagreed with the statement 119 (99.2%) agreed that it is necessary for social studies students to be computer literates while 1 (0.8%) respondent disagree. 11th (95%) of the respondents agreed that the utilization of modern technology for teaching and learning social studies will equip every learners with the right skills to face future challenges while 6 (5%) disagreed. Therefore, it implies that modern technology could be used to affect the teaching and learning of social studies positively. Table 4:
S/N 1 .6. 2 .7. 3 8.. STATEMENT Computer technology should be used in teaching and learning social studies. Computer technology had performed greater roles in teaching and learning social studies. Social studies can be properly taught in a more application form through the use of modern technology It is necessary for social studies student to be computer literates
SA 64 (53.3%) A 55 (45.8%) 39 (32.5%) 80 (66.7%) D 1 (0.8%) 1 (0.8%) 120 (100%) SD TOTAL 120 (100%)

47

(39.2%)

62 (51.7%)

11 (9.2%)

120 (100%)

4 .9.

61

(50.8%)

58 (47.2%)

1 (0.8%)

120 (100%)

63

5 .10.

The utilization of modern technology for teaching and learning of social studies will equip every learners and social studies with right skills to face any future challenge.

53

(44.2%)

61 (50.8%)

6 (5%)

120 (100%)

Table 4 shows or implies that modern technology has positive effect on the teaching and learning of Social Studies. Table 5: The need for modern technology in the teaching and learning social studies.
S/N 11. STATEMENTS
SA A D SD TOTA L

The use of modern technology assisted by instruction in teaching of social 38 (31.7%) studies should be made compulsory in our school 2 The use of modern technology for 12.. teaching and learning of social 63 studies will (52.5%) contributed positively into the development of our economy in the future. 3 The use of modern technology as 13. teaching aids provided pleasant 61 (50%) and enjoyable 64

71 (59.2%)

10 (8.3%)

1 (0.8%)

120 (100%)

53 (44.2%)

4 (3.3%)

120 (100%)

58

(0.8%)

120

teaching experience. 4 All social studies teachers are .14. expected to have skills for teaching and learning modern technology in social studies. 5 The lecturers in social studies 15.. department possess necessary general qualification.

(48.3%)

(100%)

57 (47.5%)

57 (47.5%)

4 (3.3%)

(1.7%)

120 (100%)

16 (13.3%)

66 (55%)

32 (26%)

(5%)

120 (100%)

Table 5 reveals that 109 (90.9%) of the respondents agreed with the first statement while 11 (9.1%) disagreed with the statement. U 9(99.1%) agreed with the second statement while 1 (08%) of the respondents agreed with the third statement while 4 (3.3%) disagreed with the respondents agreed with the fourth statement in the table while 6 (5%) of the respondents disagreed with the statement 82 (68.3%) agreed with the fifth statement in the table while 38 (31.7%) of the respondents disagreed with the statements. Therefore there is need for modern technology in the teaching and learning of social studies. Table 6: The impact of modern Technology to Social Studies Programme.
N/S STATEMENTS SA A D SD TOTAL

65

16.

The lecturers in social studies have good knowledge of teaching and learning modern technology
2

20 (16.7%)

64 (53.3%)

32 (26.7%)

(3.3%)

120 (100%)

All social studies lecturers are 17.. expected to have skill for teaching and learning modern technology in business education. 3 Modern technology 18. utilization has many positive effect on the teaching and learning process of social studies 4 The use of modern technology for 19.. teaching and learning social studies should be made compulsory in our secondary schools. 5 The application of modern technology 20. will be of paramount importance for empowering the young school leavers employed.

47 (39.2%)

69 (57.5%)

4 (3.3%)

120 (100%)

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Table 6 indicates the following 84 (70%)of the respondents agreed with the first statement in the tab le while 36 (30%) disagreed with the statement 115 (5.8%)of the respondents agreed with the statement (2)in the table while 5(4.2%)of the respondent disagreed with the statement 116(96.7%) of the respondents agreed with statement (3)in the to the while 4(3.3%)of the respondents disagreed with the statement 104(86.6%)of the respondents agreed with statement (4)in the table while 16(13.4%)of the respondents disagreed with the statement. Therefore there is positive impact of modern technology to social studies programme. Table 7: Effect of Non-Availability of Modern Technology on the Teaching and Learning of Social Studies.
S/N 21. STATEMENTS Poor attitude of students towards modern technology has made teaching and learning in effective and inefficient. The students are anger to make use of modern technology in their training process. The teachers in social studies have good. The application of
SA 39 (32.5%) A 77 (64.2%) D 3 1 (2.5%) SD (0.8%) TOTAL 120 (100%)

22.

34 (28.3%)

75 (62.56%)

10 (8.3%)

1 (0.8%)

120 (100%)

23.

30 (25%)

69 (57.5%)

19 (15.8%)

2 (1.7%)

120

(100%)

67

24.

25.

modern technology makes teaching and learning very interesting. Social studies teachers without modern technology are irrational in teaching and learning social studies. The introduction of modern technology will better the life of our incoming generation the nearest.

29 (24.2%)

69 (57.5%)

1 (0.8%)

120

(100%)

42 (35.0%)

77 (64.2%)

1 (0.8%)

120

(100%)

Table 7 shows that 116 (96.7%) of the respondents agreed with statement (1)in the table while 4(3.3%)of the respondents agreed with the statement (20 in the table while 4(9.1%0of the respondents disagreed. 99 (82.56%)of the respondents agreed with statement (30in the table while 21 (17.5%)of the respondents disagreed 98(81.7%0of the table while 21(17.5%0of the respondents disagreed 98(81.7%)of the respondents agreed with statement (40)in the table while 22(18.4%)of the respondents agreed disagreed 119(99.2%)of the respondents agreed with statement (5)in the above table while 1(0.8%)Strongly disagreed with the statement. Therefore, this implies

68

that there is much effect of non-availability of modern technology on the teaching and learning of social studies.

CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMEDATIONS Summary of Findings This research work examined the implication of modern technology on the teaching and learning of social studies in selected junior secondary schools in Atisbo Local Government in Oyo State. The study was carried out to accomplish the following objectives. To find out how interested are students in learning of modern technology. To find out the importance of modern technology on the teaching and learning of social studies.

69

To find out how effective are the social studies teachers in the use of modern technology to teach social studies in their schools. To find out the problem affecting the teaching and learning of social studies with modern technology The findings of the study can then be summarized as follows; Modern technology is very important in the teaching and learning social studies. Students are interested in learning modern technology. The teachers in social studies do not have knowledge of teaching and learning modern technology. Lack of qualified personnel Lack of equipment and facilities Inadequate funding of modern technology in teaching Social

Studies. Conclusion In conclusion modern technology foster the teaching and learning of social studies courses provided that modern technology equipment are available and probably each student can have access to at least one stable computer to work on and manipulate it at any given

70

time. This will undoubtedly bring positive effects to the teaching and learning of social studies in all our secondary schools. However qualified teachers should be appointed and in subsequent time they should be given privilege of training because the world is getting acquitted to new idea on daily basis. Therefore the teachers should be given such opportunities to foster the teaching and learning of social studies.

Recommendations The following recommendations were made to address the problems highlighted earlier. The federal government should assist the schools in supplying equipment in teaching and learning social studies to improve the performance of students. The school authority should as much as possible try to give proper maintenance to the few ones supplied by the government to avoid breakdown of these equipments. More emphasis should be made on technology in education by equip their laboratory with modern equipment.

71

The information technology teachers should be encouraged to attend seminars, workshops and in-service training so as to be acquitted with more knowledge and new development in information technology. Students in social studies classes should be made to attend and participate in training in information technology apart from making the course as compulsory subjects in the curriculum.

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