THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR

EFFECTIVE TEAHCING AND LEARNING OF BUSINESS EDUCATION

IN JUNIOR SECONDARY SCHOOL, OGUN STATE, NIGERIA

BY

BALOGUN RAPHAEL AYOMIDE

MATRIC NO.: SCI/15/16/0438

A STUDENT OF OLABISI ONABANJO UNIVERSITY, AGO-IWOYE,

OGUN STATE, NIGERIA

NOVEMBER, 2015
THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEAHCING AND LEARNING OF BUSINESS EDUCATION IN
JUNIOR SECONDARY SCHOOL, OGUN STATE, NIGERIA
Background to the Study
Teaching at any level requires that the students be
exposed to some form of simulation. Adekunle (2008) in Dr.
(Mrs.) E. O. Okobia (2011) noted that teaching resources
means anything that can assist the teacher in promoting
teaching and learning. When the students are given the chance
to learn through more senses than one, they can learn faster
and easier.
According to Nwafor. C.E. and Eze, S.O (2014)
instructional materials refer to materials that are used to
facilitate teaching and learning. It enables the teacher
communicate ideas or concepts with ease as they appeal to
many senses at a time. The learner can see, touch, smell or
taste thereby making learning more meaningful. This agrees
with the Chinese proverb that state: I hear, I forget, I see, I
remember, and I do, I understand.
The use of instructional materials provides the
teacher with interesting and compelling platforms for
conveying information since they motivate learners to learn
more. Furthermore the teacher is assisted in overcoming
physical difficulties that could have hindered his effective
presentation of a given topic.
Larson (2001) quoted Lane (1994) who noted that the
use of electronically mediated instruction to duplicate the
traditional face to face classroom has resulted in a shift from
teacher- to student-centred classes. In this situation the
responsibility for learning is shifted to the students. The
teacher facilitates the learning by acting as a coach, resource
guide and companion in learning. The use of instructional
materials does not only encourage teachers and students to
work collaboratively but also results in more cooperative
learning activities among the students. Ikerionwu (2000) refers
to instructional materials as objects or devices which help the
teacher to make learning meaningful to the learners. Similarly,
Ezegbe (1994) classified them into two as visual materials,
made up of reading and non-reading materials and audio-
visual materials comprising electrically operated and non-
electrically operated materials. Business studies is a subject
that depends on the use of a number of resources.
Osakwe and Itedjere (1993) summarized these
resources as textual like books, audio-visual and human
resources. They stated that these resources are either used
individually or collectively in any meaningful teaching and
learning situation. The purpose of instructional materials is to
promote efficiency of education by improving the quality of
teaching and learning. Incorporating these tools and materials
BALOGUN RAPHAEL AYOMIDE (2015). A STUDENT OF OLABISI ONABANJO UNIVERSITY, AGO-IWOYE,
05/30/2015
present, support and reinforces teaching. According to Aduwa-
Ogiegbaen and Imogie (2005) these materials and resources
including audio tape recorders, video tape recorders, slide
projectors, opaque projectors, over-head projectors, still
pictures, programmed instruction, filmstrips, maps, chart,
graphs and many more offer a variety of learning experiences
individually or in combination to meet different teaching and
learning experiences.
Other investigators including Jimoh (2009), Yeager
(2000), Nwanyanwu (1999), Bozimo (1992) and Ogbondah
(2008) have similarly emphasized the importance of
instructional materials and resources in the effective delivery
of business studies lessons in secondary schools. These views
have been corroborated by international investigators
including Bolick, Berson, Coutts and Heinecke (2003), Killen
(2006), Dahar and Faize (2011). Bolick, Berson, Coutts and
Heinecke (2003) observed that while some educators are
fascinated by the potential of instructional materials in
enhancing teaching and learning, other teachers lagged behind
in using instructional materials to teach. However, achieving
these laudable goals of conscientious utilization of
instructional materials and resources in business studies
teaching and learning has been very challenging in developing
countries such as Nigeria. As noted by Garuba (2003), the
Nigerian teacher operates from a deficient environment where
teaching and learning is seriously impoverished particularly in
the rural set up. And even in the urban areas only few schools
are connected to the national grid while virtually all the rural
schools do not enjoy basic facilities like pipe borne water and
electricity.
Instructional materials are print and non-print items
that are designed to impart information to students in the
educational process (Bradley et al. 2005). Among these items
are textbooks, charts, magazines, newspapers, pictures,
recordings, slides, transparencies and many more. The use of
instructional materials in secondary schools has been widely
researched and the findings indicate that the benefits of using
them are immense. The integration of instructional materials
in classroom practice is believed to bolster the quality of
instruction by fostering student-centred pedagogies (Abdo and
Semela 2010). Furthermore, according to Mateer et al. (2012)
the use of relevant instructional media in the classroom is
invaluable since it engages students, aids their retention of
knowledge, motivates interest in the subject matter and helps
to illustrate the relevance of many concepts taught.
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THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEAHCING AND LEARNING OF BUSINESS EDUCATION IN
JUNIOR SECONDARY SCHOOL, OGUN STATE, NIGERIA
Community institutions, people and businesses are a
rich reservoir of instructional materials for Business Studies
teachers because such materials can be sourced from local
magazines, newspapers, government publications or the
internet with minimum expenditure of time, energy and
money. Business documents such as source documents (in
Accounting), financial reports, bank withdrawal and deposit
slips, consumer protection pamphlets and many more can be
gathered from the business community for use in collaborative
classroom activities. Today, free internet teaching resources
have become a very important tool to impart education. Many
government and private organisations have created internet-
enabled free teaching resource materials that can be accessed
anywhere by both teachers and students (Borrington 2004).
The use of community resources in teaching can make students
appreciate the local and international relevance of what they
learn in school while affording them the opportunity to apply
Business Studies theory in context. This is supported
by Chew (2008), who, in her study on the development of
localised instructional materialsin Hong Kong, came to the
conclusion that teaching and learning in business education
could be enhanced to a great extent by using instructional
resources based on local contexts, because such resources
would be more authentic and more relevant to students’ needs.
This study therefore aims to study the extent of use
of instructional materials for effective teaching to learning of
business education in junior secondary school in Nigeria using
Ijebu-North Local Government as a case of study.
Statement of Problem
Since the inception of the National Junior Secondary
School Business Studies Curriculum in Nigeria, few studies
have been devoted to evaluating the availability and utilization
of instructional materials and resources in the teaching of
business studies in the Junior Secondary Schools of Nigeria.
At the threshold of the new millennium, business studies
teachers face both old and new challenges and need to evolve
strategies to engage learners in activities that are active,
meaningful and challenging.
It has been said that instructional materials has
objects or devices which help the teacher to make learning
meaningful to the learners. According to Bradley et al. (2005),
instructional materials are print and non-print items that are
designed to impart information to students in the educational
process. Also, according Chew (2008), teaching and learning
in business education could be enhanced to a great extent by
BALOGUN RAPHAEL AYOMIDE (2015). A STUDENT OF OLABISI ONABANJO UNIVERSITY, AGO-IWOYE,
05/30/2015
using instructional resources based on local contexts, because
such resources would be more authentic and more relevant to
students’ needs.
Therefore these have brought to recognition the
essentiality of instructional materials in teaching and learning
of business studies, hence this research work is designed to
examine the extent of use of instructional materials for
effective teaching to learning of business education in junior
secondary school using Ijebu-North Local Government as a
case of Study.
Aims and Objectives of the Study
The following are the aims and objectives of this
research work:
 Enlighten what instructional materials really is;
 Identify the value added or importance of
instructional materials to teaching and learning in
business studies;
 Identify methods to improve the use of instructional
materials in business studies;
 Identify different types of instructional materials and;
 To examine the extent at which instructional
materials in used in teaching and learning business
studies in Nigerian secondary school.
Significance of the Study
This study will be useful to professionals,
counsellors, teachers, students and curriculum developers. It
will enlighten them on the extent of use of instructional
materials in the teaching to learning of business studies and
even bring into awareness how important it is to both the
teachers’ teaching effectiveness and the students’ academic
performance.
Research Questions
The following are the research question of this study:
 What is instructional materials?
 What are the types of instructional materials
 What are the importance of instructional materials?
 What are the methods used in improving instructional
materials?
 To what extent is instructional materials used in
teaching and learning business studies in Nigerian
secondary school.
Research Hypotheses
The hypotheses for this research work are as follows:
Hypothesis One
H0: Instructional materials have no significant effect on
academic performance of students.
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THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEAHCING AND LEARNING OF BUSINESS EDUCATION IN
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H1: Instructional materials have a significant effect on
academic performance of students.
Hypothesis Two
H0: Instructional materials have no significant effect on
teaching effectiveness of teachers.
H1: Instructional materials have a significant effect on
teaching effectiveness of teachers.
Hypothesis Three
H0: There is no significant relationship between the extent
ofuse of instructional materials and the teaching-learning
effective ess of business studies.
H1: There is a significant relationship between the extent ofuse
of instructional materials and the teaching-learning
effectiveness of business studies.
Definition of Operational Terms
Instructional Materials: educational resource used to
improve students’ knowledge, abilities and skills, to monitor
their assimilation of information, and to contribute to their
overall development and upbringing.
Teaching: the act, practice, occupation or profession of a
teacher.
Learning: Learning is the act of acquiring new, or modifying
and reinforcing existing knowledge, behaviours, skills, values,
or preference and may involve synthesizing different types of
information.
METHODOLOGY
Research Design
The descriptive survey research design was
employed to carry out this study. The aim of the researcher
was to record, analyze and interpret the existing conditions or
variables. The research is non-experimental and therefore
variables were not manipulated. This makes descriptive survey
research design suitable for this study. This design also
accommodates generalization of findings of the study upon the
target population from which only a representative sample was
actually studied.
Population of the Study
The population for the study comprised all business
studies teachers in Ijebu North Local Government. But due to
some limiting factors, such as time, financial insufficiency and
insufficient manpower the researcher made a target population
by randomly selecting some teachers teaching business studies
subject such as business education, typewriting and shorthand
in Junior Secondary School and Commerce, Accounting,
BALOGUN RAPHAEL AYOMIDE (2015). A STUDENT OF OLABISI ONABANJO UNIVERSITY, AGO-IWOYE,
05/30/2015
Economics etc. in Senior Secondary School. Therefore, the
total population for this study is 50 teachers.
Sampling and Sampling techniques
In this study, random sampling technique was
adopted. The researcher randomly selected ten secondary
schools in Ijebu North Local Government. This is to ensure the
validity and reliability of the study. Five teachers (teaching
business studies related subjects) were sampled from each
secondary school.
Research Instruments
The questionnaire item was employed to for
gathering relevant data from the teachers of the selected
schools used in the analysis of this research study. A set of
well-structured questionnaires was designed to elicit data from
the target respondents on the basis of the extent of use of
instructional materials in teaching business studies in Ijebu
North Local Government in Ogun State. The questionnaires
were distributed to the participants who having filled them
returned the questionnaires to the researcher.
These questionnaires administered to the respondents
were of two sections: section A which contains the
demographic data of the respondents, section B which contains
questions concerning the research study
Validity of the Instrument
The content validity of the questionnaires was
ensured through experts’ suggestions and guidance. Experts in
questionnaire construction helped in critiquing the items. The
instrument was also given to the supervisor for advice and
guidance.
Reliability of the Instrument
To test the reliability of the instrument for its internal
consistency, a test and retest reliability was obtained on the
instrument. At first, the research instrument (questionnaire)
was administered to the respondents. After a week, the
questionnaires were rearrange to make it look different. It was
then re-administered to the same set of respondents. This is to
compare the responses to each respondent on both occasion to
validate the reliability of the research instrument (i.e.
questionnaires). The reliability co-efficient index indicates
high posture correlation of 0.76 between the two tests. This
suggests that the instrument is highly reliable.
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JUNIOR SECONDARY SCHOOL, OGUN STATE, NIGERIA

Method of Data Analysis Table 4.2

The questionnaire was administered and received by

REMAR
the researcher then data collected from the questionnaires were
Variables N X SD df t.cal t.obs

K
analyzed using Statistical Package for Social Sciences (SPSS)
version 16.0. The data was analysed using simple frequency-
percentage tables for each questions as a descriptive analysis.
This is to reveal the respondents opinions on the perceived Instructional
50 1.80 0.81

Rejected
prospect and problems in teaching business studies in Materials
secondary schools. Also, the research hypotheses were also 98 15.51 1.96
tested using the T-test analysis. Teaching
50 2.12 0.98
Effectiveness
Sig level: 0.05
DATA ANALYSIS AND SUMMARY OF FINDINGS Table 4.2 shows that t-calculated of 15.51 is greater
Test of Hypothesis than the t-tabulated value of 1.96 at 0.05 level of significance.
Hypothesis One It can thus be said that the null hypothesis (H0) which says that
Instructional materials have no significant effect on academic instructional materials have no significant effect on teaching
performance of students. effectiveness of teachers is rejected while the alternative
Table 4.1 hypothesis which state that instructional materials have a
significant effect on teaching effectiveness of teachers is
REMARK

accepted.
Variables N X SD df t.cal t.obs Hypothesis Three
There is no significant relationship between the extent of use
of instructional materials and the teaching-learning
Instructional effectiveness of business studies
50 1.80 0.81
Rejected

Materials Table 4.3

98 16.58 1.96
Academic
50 2.02 0.82

REMARK
Performance
Sig. level: 0.05 Variables N X SD df t.cal t.obs
From the table above, it can be observed that the t-
calculated which has the value of 16.58 is greater than 1.96,
the t-tabulated at 0.05 level of significance. This hence reveals Extent of use
that the null hypothesis which state that instructional materials of
50 1.80 0.81
have no significant effect on academic performance of Instructional

Rejected
students is rejected hence, the alternative hypothesis which Materials 98 16.14 1.96
states that instructional materials have a significant effect on
Teaching-
academic performance of students is accepted. And this shows
Learning 50 2.10 0.90
that instructional materials have a significant effect on
Effectiveness
students’ academic performance.
Sig. level: 0.05
Hypothesis Two Table 4.3 above shows that the t-cal which has the
Instructional materials have no significant effect on teaching value of 16.14 is greater than the t-tabulated value of 1.96. This
effectiveness of teachers. shows that the hypothesis which states that there is no
significant relationship between the extent of use of
instructional materials and the teaching-leaning effectiveness
is rejected and the alternative hypothesis which states that

BALOGUN RAPHAEL AYOMIDE (2015). A STUDENT OF OLABISI ONABANJO UNIVERSITY, AGO-IWOYE,

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THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEAHCING AND LEARNING OF BUSINESS EDUCATION IN
JUNIOR SECONDARY SCHOOL, OGUN STATE, NIGERIA
there is a significant relationship between the extent of use of
instructional and teaching-learning effectiveness of business
studies.
Summary of Findings
At the end of this research analysis, the following are
the summaries of findings;
 Instructional materials have a significant effect on
academic performance of students,
 Instructional materials have a significant effect on
teaching effectiveness of teachers.
 There is a significant relationship between the extent
of use of instructional materials and the teaching-
learning effectiveness of business studies.
Discussion of Findings
The study discovered that the utilisation of
instructional materials have a significant effect on academic
performance. Similarly, Bailey and Fox, (1996), pointed out
that clear pictures (instructional materials) multiply the
audience’s level of understanding of the material presented,
and they should be used to reinforce your message, clarify
points, and create excitement hence therefore increase the
pupils academic performance. Also, Boardman, (1987) opined
that learning with visual aids is especially effective for those
that have learning deficiencies, but they can be used at all
levels of learning. Furthermore, according to Martin and
Bailey, (1996) well-designed intellectual games can provide
lacking students means to practice important problem-solving
skills.
The second hypothesis also revealed that
instructional materials have a significant effect on the
effectiveness of teaching which is supported by Ikerionwu
Isola, (2010) defined instructional materials as objects or
devices, which help the teacher to make a lesson much clearer
and effective to the learner. Furthermore, (Oketunji, 2000)
stressed that audio-visual materials when effectively used have
these advantages. They lessen major weakness of verbalism,
humanize and vitalize subject matter, provide interesting
approach to new topics and give initial correct impressions,
economic time in learning, supply concrete materials needed,
stimulate the initiative of the pupils. Also, Swank,R.C (2011),
stressing the effectiveness of visual materials in leaning,
estimated that about 40% of our concepts are based upon
visual experience, 25% upon auditory, 17% on tactile, 15%
upon miscellaous organic sensation and 3% upon taste smell.
With the above assertion, it becomes clearer why audio-visual
materials are important in the teaching and learning processes.
BALOGUN RAPHAEL AYOMIDE (2015). A STUDENT OF OLABISI ONABANJO UNIVERSITY, AGO-IWOYE,
OGUN STATE. SCI/15/16/0438.
05/30/2015
This is because, they bring the different senses contributions
together to get 100% clarity.
Since instructional materials has been said by many
researchers as cited in this chapter and previous chapters of
this study that instructional materials have a positive
significant influence on teaching effectiveness and academic
performance therefore, it is also supported that the extent of
use of these instructional materials will affect the teaching
effectiveness of teachers as well as the academic performance
of students.
Conclusion
At the end of this study which attempted to evaluate
the extent of use of instructional materials in Nigerian
secondary school using Ijebu-North Local Government as a
case study, the following conclusions were made:
 Instructional materials have a significant effect on
academic performance of students.
 Instructional materials have a significant effect on
teaching effectiveness of teachers.
 The extent of use of instructional materials have a
significant effect on the teaching effectiveness of
teachers and the academic performance of students.
Recommendations
After a critical evaluation, the following
recommendations were made:
 Teachers should make use of instructional materials
in their teachings.
 Government should provide funding for the provision
of instructional materials in secondary schools.
 Curriculum developers should make develop
curriculum in favour of instructional materials.
 Further research should be made on topics related to
instructional materials.
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JUNIOR SECONDARY SCHOOL, OGUN STATE, NIGERIA
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