CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

A teacher is effective only if the students learn more and learn with greater ease

more particularly, when such learning positively impact on their permanence. To know how

to teach, it is necessary to know how students learn. Many psychologists have carried out

experiments on how students learn and came up with theories which have greatly influenced

teaching and learning. You need to be familiar with major theories of learning which would

enable you understand your students, their interest, mental attitude, individual differences,

their readiness level, those things that motivate them to learn as well as a variety of learning

experiences which the students could be exposed to and made to participate actively in.

Teaching involves many activities, behaviours and processes. There are various definitions

of teaching.

According to Russon and Wanous (2003), teaching is the process of directing or guiding

learning. It is the art of causing another to learn. Teaching can also be seen as the

arrangement of situations which will lead to desirable and satisfying ends Ifeagwu (2012)

defined teaching as a two – way traffic system involving exchange of ideas between the

teacher and the students. He further defined teaching as a series of activities geared towards

helping students “learn how to learn”. From the above definitions, it can be seen that

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teaching involves a teacher, learner (s), learning/ teaching materials, learning activities and

effective communication between teacher and learner. The goal of teaching is to bring about

desired learning in the students. This study will like to emphasize here that your success at

teaching is measured by the achievement of your students. If they learn what they are

supposed to learn under your direction, then you have successfully taught. If not, then you

have failed.

According to Canning (2015), the most important aspect of good teaching lies in

discovering and applying the best ways of learning. We shall at this stage consider the

concept of learning, how students learn and hindrances to effective learning. There is one

kind of learning; it is therefore not easy to define it. Many scholars and educationists have

made several attempts to define learning. Generally, learning can be defined as a relatively

permanent change in behaviour that comes from reinforced practice. It must be mentioned at

this point that reinforcement plays a vital role in a learning process. Reinforcement may be

defined as any condition that exists to promote learning. In a classroom setting,

reinforcement could be seen as immediate knowledge of the results of student’s efforts

which encourage them (students) to continue.

Learning is a complex process, it can however, be defined as a change in disposition,

a relatively permanent change in behavior overtime and this is brought about by experience.

Learning can occur as a result of newly acquired skill, knowledge, perception, facts,
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principles, new information at hand etc. (Ahmadu, 2012) Learning can be reinforced with

instructional materials of different variety because they stimulate, motivate and as well as

arrest learners’ attention for a while during the instruction process. Instructional materials

are learning aids and devices through which teaching and learning are done in schools.

According to Olaniyan, (2012) instructional materials are those materials used in classroom

or workshops for instruction or demonstration purpose by students and teachers.

Ogunsanya (2013) saw instructional materials as equipment used as “hands on”

process by learners in order to develop the degree of skills sought by the course of

requirement. Examples of instructional materials include visual aids, audio aids, audio-

visual aids, real object and many others. The visual aids in form of wall charts illustrated

pictorial materials, textbooks and so on. Thus audio instructional materials refer to those

that make use of the sense of hearing only like the radio, audio tape recorder. An audio

visual instructional material therefore is a combination of devices which appeals to the sense

of both hearing and seeing such as television, motion pictures and computers.

This inadequacy translates in poor reading performance in Business Studies and by

implication other subject areas. Students in our various secondary schools equally lack the

basic textbooks and other important materials that will support them in the learning of

Business Studies at that level. Teaching Business Studies without relevant instructional

materials leads to poor performance in other subjects.

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 Instructional materials facilitate teaching and learning activities and consequently,

the attainment of the lesson objectives However, this depends on the adequately and

appropriateness of materials so selected. This in effect, means that learning resources are not

selected haphazardly (Jiya, 2013). Indeed instructional materials to be used should be

carefully selected by the teachers. Brunner, (1961) in Mustapha (2005) also emphasized that

oral reports require visual aids and improvisation. Improvisation is the art of providing the

alternative or next to real thing when the real thing is not available or difficult to come by.

It is therefore important that teachers of Business Studies use teaching aids or

improvise to make learning easy, enjoyable and permanent. There is therefore, great need

for the teachers of Business Studies who want to be effective at their work to be able to use

all available instructional materials as well as improvise where they are not readily

available. The obvious facts remains that people remember those they have seen, touched

and even played with. The primary task of teaching is to facilitate effective learning and

understanding of the content materials (shoji, 2005). Instructional materials which appeal to

all learners’ understanding of the language phenomena should be encouraged for use in our

schools.

To achieve the above objectives, the subject must be properly taught in our schools. One

major characteristic of good teaching of Social Studies is the ability to inculcate in students

a spirit of curiosity and self-instruction (Enem, 2002). A great deal has been discovered

about what attracts the interest of children, holds their attention and fosters that natural

4
curiosity. Enem (2000) opined that nothing attracts learners' attention faster than the use of

relevant resource materials. For example, bright, contrasting colours seem to stimulate them

as well as seize their attention. Similarly, interesting shapes and objects are also very

important, especially at the lower levels of our education system

1.2 Statement of problem

For quite some times now, the teaching of Business Studies has suffered in the hands

of un-resourceful and un-motivated teachers, especially at the secondary school level. Many

teachers at this level feel that Business Studies lesson does not necessarily need to be

accompanied by the uses of instructional materials. There has been general outcry of poor

performance of learners in Business Studies in secondary school in the state. This poor

performance stems from the mare fact that there are inadequate instructional materials or

resources that will facilitate the teaching of the business studies.

The Business Studies learning therefore appear very abstract and difficult for the

learners as they used their sense only. It has been observed that Business Studies teachers

find a very herculean task to accompany their lesson with relevant instructional materials

such as audio aids, visual aids, visual and audio-visual aids. This is perhaps due to lack of

textbooks or resourcefulness or lack of innovativeness or gross incompetents on part of the

teachers. Whichever is the case, this lack of instructional materials or its in adequacy

constitutes a great deal of problem for effective teaching and learning of the subject.

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1.3 Purpose of Study

This study focuses primarily on the availability and utilization of instructional materials

on the teaching and learning of Business Studies in secondary schools in Atiba local

government Area of Oyo State. Specifically, the study set out to achieve the following

objectives.

1. To find out to the extent to which instructional materials are available in teaching

and learning of Business Studies.

2. To find out the extent Business studies teachers improvise instructional materials

3. To determine the extent of utilization of instructional material for effective teaching

and learning of Business Studies.

4. To find out the challenges faced by teachers in selecting relevant instructional

materials in the teaching and learning of Business Studies.

1.4 Research Questions

1. To what extent are instructional materials available to students of Business Studies

in Oyo local government Area of Oyo State?

2. To what extent do teachers improvise instructional materials to facilitate the teaching

and learning of Business Studies?

3. To what extent are the utilization of instructional material for effective teaching and

learning of Business Studies?

4. What challenges do teachers faced in selecting relevant instructional materials in the

teaching and learning of Business Studies?

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1.5 Hypotheses

In order to give answers to the research questions, the following null hypothesis

were formulated.

1. There is no significant relationship between the availability of instructional materials

and effective teaching and learning of Business Studies.

2. There is no significant relationship between the improvise instructional materials

and teaching of Business studies

3. There is no significant relationship between the utilization of instructional material

and effective teaching and learning of Business Studies.

4. There is no significant relationship between challenges faced by teachers and in

selecting relevant instructional materials in the teaching and learning of Business

Studies.

1.6 Significance of the Study

The study will be of significant benefit to teachers, students, young researchers and

the government. The teachers will immensely gain, as it will enable them know the

appropriate instructional materials for teaching business studies.

The utilization of instructional materials by teachers will stimulate critical and

creative thinking in learners which is an important cornerstone of the Business Studies

philosophy. They also help the learners to develop the skill of analytical enquiry, motivate

to produce their own materials and provide experience that are not easily obtained within

the classroom environment.

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 The research will be of help to the younger generation researchers who wish to

conduct similar research in the field. It will serve as a material to curriculum planners,

educational policy makers, writers of Business Studies textbook and teachers of Business

Studies in various secondary schools.

Finally, this research will be useful to government as findings of this studies as well

as recommendations could be used by the ministry of education as frame work to organize

seminars and workshop to train secondary school teachers on how to make use of available

instructional materials and improvise unavailable one teach Business Studies effectively.

1.7 Scope of the Study

Specifically, the following areas will be covered concept of instructional materials,

types, importance, fundamentals, principles guiding the selection, utilization, teachers,

perceptions regarding the provision of instructional materials and improvisation. The scope

of the study is covered some selected secondary schools offering business studies as a subject in

Atiba Local Government Area of Oyo State.

1.8 Definition of Terms

Level: a position on a scale of amount, quantity, extent, or quality; at the same height as

someone or something else.

Utilization: the action of making practical and effective use of something;  to put to use;

turn to profitable account: to utilize a stream to power a mill

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Instructional materials: are the tools used in educational lessons, which includes active

learning and assessment. Basically, any resource a teacher uses to help him teach his

students 

Effective: successful in producing a desired or intended result.

Business Studies:  a course or area of study that teaches the principles of business,

management, and economics.

Teaching aids: devices used to aid and enhance the teaching learning process.

Visual aids: these are controlled visual experiences which are presented to the learners to provide a

true and accurate picture or impression.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Literature Review

Business studies is an integral part of pre-vocational subjects incorporated in the

secondary school curriculum at junior secondary school levels to improve practical-based

activity at the expense of mere acquisition of theoretical knowledge and to provide

entrepreneur skill for the learners. Subsequently, The conceptual framework discussed on

the concept of business studies, roles and the challenges affecting the effective teaching and

learning of business studies.

Business studies has occupied a strategic place in the history of education in Nigeria.

It is important to national development as it seeks to develop vocational knowledge, skills

and attitudes needed for employment and advancement in a business career. In order to be

able to understand the concept of business studies, it would be necessary to look at the

definitions of business studies in the past and present time. This is because technology has

helped to change definitions of certain things. It therefore, implies that business education,

as a course of study has to move with time (Iribe 2014). Gideon (2012) noted that business

studies is a subject which cut across the entire life of a nation. It touches all of us

collectively and individually be it on the field of sports, in place of worship or even at home

in our domestic duties. Business studies hold a lot of promise for the recent spate of

privatization of government parastatals and establishments which seek to inject the

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principles and strategies of business studies to these establishments for greater efficiency on

profitable results.

Bello and Nuhu (2014) pointed that business studies is an essential part of the

preparation of youths for live and living. It is programme which provides students with

information and competences which are needed by all in managing personal business affairs

and in using the services of the business. Still on the concept of business studies, Adeleye

(2017) noted that business studies as an educational programme that equips an individual

with functional and suitable skills, knowledge, attitude and value that would enable him/her

operates in the environment he/she finds himself/herself. It can be seen from the foregoing

discussions that as the years go by; the definitions of business education continue to change.

This means that business education is not static.

From the above definition, one major thing that stands out clear about business

education is that it is a programme that provides skills for the recipients to gain employment

in the business community while at the same time such recipients are useful to themselves.

The pathway to this is not through a rote-learning process, but a practical oriented

discipline. Hence, to give a meaningful training in business education, the institution giving

the training must be equipped with the appliances which reinforce teaching and learning

process (Gideon, 2012). Therefore, any worthwhile programme has to move with time.

However, business educators have always accepted that change is a fact of life. From the

typewriter to the transistor, business curriculum has continually shaped itself to meet the

needs of business. As a result, the success and survival of business education constantly
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depends on its ability to adapt and keep pace with the needs of its recipients. These changes

present challenges for both the learner and instructor. Nevertheless, it is the business

educator that must be willing to adapt and manage these challenges to ensure successful

programs for the future. It is essential that business education be a useful and vital

component of transformation agenda if the curriculum of business programs across the

country is to continue to meet the needs of its students (Akpan, Umanah, Umoundo & Ukut,

2014).

The National Policy on Education (2004) stipulates that business education is to be

offered from the Junior Secondary School (JSS) up to the tertiary institutions. At whatever

level the recipient terminates the learning process, it is expected that some vocational

competencies would have been inculcated into the individual to make him a useful member

in his society. The acquisition of such competencies should lead to the much desire

vocational development right from the junior and senior secondary schools. It would also

qualify its recipients for further studies in those areas of competencies that they have

chosen. Above it all, the individual would be equipped with the right knowledge, skills and

attitudes to engage in a life of work in the office as well as for self-employment. For

example, an NCE business graduate, apart from being a business education teacher at the

JSS level, could earn a living by being a secretary/typist, stenographer, receptionist, an

executive office service are offered at a profit (Bello & Nuhu, 2012).

Business studies is the type of education that prepares youths to acquire first-hand

business information, skills and competencies that will enable them become functional in
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the society. All topics taught in this subject area should be accorded with the requisite

instructional materials that will enable students experience the real life teachings. For

instance, a teacher should utilize the typewriter, computer, model office, filling accessories,

cash book, balance sheet, stall file cabinet and other office gadgets while teaching topics

related to office practices and management for students’ to experience the reality of teaching

or the lesson presented in the classroom. Therefore, teaching and learning activities in the

school must be made interactive, participatory, constructive, practical-based and experiential

(rather than placing much emphasis on theory) by appropriate utilization of instructional

materials, which will aid students to develop critical thinking, innovative skills and

knowledge construction (Onajite & Aina, 2014). Instructional materials as defined by Nzewi

and Nwosu (2009) are teaching materials which includes printed and non-printed materials

such as textbooks, journals, computers, chalkboard, among others, that support teachers’

instructional delivery in school. Similarly, Ahmed (2007) opined that instructional materials

are also referred to as teaching materials or teaching aids. However, the value or importance

of teaching materials/ resources cannot be over emphasized. Examples of some of these

instructional materials include typing machines, computers, chalkboard, whiteboard,

models, pencils, rulers and art supplies. Instructional materials are broadly defined to

include a variety of flexible and nonflexible materials, digital materials, on-line resources,

open-resources, media, manipulative and supplies. In teaching business studies at the junior

secondary school, such instructional materials like the computer with internet facilities,

workbook, manual and electric typewriters, filling accessories, model office, filling trays,
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shorthand laboratory, business studies textbooks, stall file cabinet, talkshop, duplicating

machines, whiteboard, among others can be utilized to support the teacher’s instructions

(Ahmed, 2007). Nzeneri (2010) citing examples of instructional materials also classified

them as printed and non-printed materials. Nzeneri further described printed materials as

those materials on print which provides educational information as an excellent tool for

instructions.

It stores information where, when and as desired by learners and users. Examples of these

tools include business studies textbooks, balance sheets, inventory books, cash book,

magazines, periodicals, pamphlets, course book, workbook, memo-graphs, journals, reading

guide, order forms, downloaded business studies print materials, supplementary items like

notes on broadcasts, assignments, instructions, etc.

Non-printed materials include graphic materials like maps, diagrams, charts, cartoons,

posters, and graphs, auditory-materials like radio broadcast, microphone, tape recorders,

video and DVDs, three dimensional materials (e.g models, mock-ups and dioramas), etc.

Others include: whiteboard, chalkboard, interactive board, display boards (chalk, bulletin,

multipurpose), overhead projectors and transparencies, real objects, media and digital

resources, keyboarding laboratory, manual pool, shorthand laboratory, talkshop, model

office, printer and scanner, photocopiers, business education computer software, among

others. All the above listed printed and non-printed instructional materials are vital and

useful in teaching business studies in secondary schools. The researcher in this present study

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described teacher utilization of instructional materials in the teaching and learning of

business studies as those devices, materials, equipment’s or gadgets, which include printed

and non- printed materials, used by teachers to support their teachings, create understanding

of their teachings and facilitate students’ learning in business studies. The use of

instructional materials according to Sale (2016) will aid effective teaching delivery at the

junior secondary schools. Obviously, teacher utilization will aid to improve students’

learning in the classroom. They are instruments used to transmit information, ideas and

notes to learners. To Onajite and Aina (2014) utilization of instructional materials will

improve both teaching and students’ learning towards achieving measurable objectives in

business education. Some of the advantages of teachers’ utilization of instructional materials

in teaching business studies as highlighted by Nzeneri (2010) includes that they enrich and

enliven teaching. They stimulate students’ desire to learn. They assist the learning processes

by making assimilation and memorization of materials easier. They help to hold students’

attention and also promote reality of experience which motivates self-learning among

learners. Several studies like those of Abdu-Raheem (2011), Akinleye (2010), Obanya

(2004), Ogbondah (2008) have been conducted by different researchers on the use of

instructional materials to improve teaching and learning in the Nigerian school system,

identifying that they were responsible for students’ poor academic performance in most

internal and external examinations. These studies have their different findings and reports as

to this effect. Teachers use a broad variety of instructional materials to achieve valued

learning outcomes.
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2.1.1 Empirical Studies

Bello and Nuhu (2014) investigated the factors affecting performance of business

management students in Nigerian Universities. The main objective is to examine the impact

of the factors on the performance of Business Management students. Survey research design

was used in this study to gather the necessary data; the data were collected from primary and

secondary sources. A sample of 200 students drawn from the 300 population was used in the

study which was analyzed using descriptive statistics and t-test statistics. The results showed

that the performance of business management students in Nigerian universities is influenced

by several factors ranging from business course curriculum to the role of the department and

the level of support services facilities, as well as adopted teaching methodology and

quantitative courses taught in business management. The role of the department was found

to exhibits the most significant impact, while support services facilities exhibits the least

impact. The study however, recommended the provision of adequate learning facilities such

as lecture classes/ theatres, hostel accommodation, functional computers and medical

services to make the environment conducive for teaching and learning.

Iribe (2014) investigated on the challenges facing the implementation of integrated

business studies curriculum in public day secondary schools in Kirinyaga west District,

Kenya. The purpose and objectives of the study was to investigate the administrative

challenges faced by head teachers, challenges faced by teachers and students in the

implementation of IBSC. The study employed the Havelock’s (1969) Research

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Development and Diffusion Model. The study adopted a descriptive survey design utilizing

both quantitative and qualitative techniques. Target Population comprised of 22 principals,

22 business studies teachers, 440 form three business studies students and 22 heads of

department in technical subjects. The total population for the study was 506.The schools

were stratified according to education zones, and then stratified random sampling using the

lottery technique was used to get the 6 schools that were studied, representing 27% of the

target population.

The sample comprised of 6 principals, 6 H.O.Ds, 6 teachers and 30 IBSC students

making a sample of 48 participants. Data was collected using interviews for head teachers

and questionnaires for the H.O.Ds, teachers and students. Reliability and validity of the

research instruments were determined through a pilot study. Qualitative data was analyzed

using content analysis technique, while quantitative data was analyzed using descriptive

statistics which include mean, median and mode and presented in frequency distribution

tables and percentages. The study found out that there is inadequate teaching and learning

resources such as IBSC textbooks, absence by IBSC teachers is wanting, there was not

specific classrooms designated for IBSC, the schemes of work and lesson plans are not

adequately prepared, KNEC and KICD syllabus are not in harmony, large form ones and

form two IBSC classes, time allocated to teach IBSC is not adequate, abstract and wide

IBSC content and difficult language in the IBSC text books. The study concluded that

implementation IBSC is facing many challenges which include the following :time allocated

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for teaching IBSC is not enough and should be increased with one lesson to enable the

completion of the syllabus on time, there is inadequate teaching/learning resources,

inadequate physical facilities, schemes of work are not prepared on time and most teachers

do not prepare lesson plans, KNEC and K.I.C.D syllabuses are not in harmony, large form

ones and two classes, IBSC is wide and abstract. IBSC syllabus is not completed on time.

IBSC should be reviewed especially the accounting part. The government should employ

more IBSC teachers. The IBSC book publishers should simplify the language in textbooks

for easy understanding by the students.

Ajisafe, Bolarinwa, and Edeh (2015) examined issues in business education as they

pose challenges to national transformation. The study noted that transformation engenders

change, and change denotes a departure from the old order to a new one. National

transformation therefore implies fundamental change in the building block of a nation;

change in the social, economic, infrastructural and political landscape of a nation. For

transformation to be achieved, it must encompass all levels of change and development

from economy, to social, education political and even cultural orientations. In order to

achieve this much talked about transformation, education must be given its prides of place

in which business education is an integral part. It is however recommended among other

things that experts in Business education should be immediately drafted into the curriculum

review to ensure that the contents to be recommended and taught are in tandem to what is

18
obtainable in the modern day organizations practices to deliver national transformation

assurances.

Adeleye (2017) assessed the pedagogical challenges faced by Business Studies

teachers in junior secondary schools in Oyo State. Descriptive survey research design was

adopted for the study. Respondents’ views were recorded using structured interviews. Area

of the study was Oyo State. Population was 60 business studies teachers while proportionate

sampling technique was used for the study. Three research questions and three hypotheses

guided the study. An “Accepted” or “Not Accepted” scale questionnaire with 60 items was

constructed, validated and used for data collection. Reliability coefficient of 0.75 was

obtained for the three sections of the instrument using Kuder-Richardson K-21 formula.

Frequency count and percentage were used to analyze data in order to answer the research

questions while t-test was used to test the hypotheses at 0.05 level of significance. The

research revealed that Business Studies teachers in Oyo State were facing various

challenges, among are: challenges relating to teaching the subject matter, relating to the

students and relating to policy. Recommendations were made that adequate number of

infrastructure should be provided to enable teachers’ perform well, among others.

2.1.2 Role of Business Studies

1. Business studies is important to the nation because more people would have skills

that can make them ready employers of labour. Dependence on the nation would be

minimized as people become job creators (Ajisafe, Bolarinwa, and Edeh, 2015).

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2. As people develop proper values towards work they tend to contribute more

economically to the nation. For instance, the nation is divorced from violence, sexual

immorality, pride, and corruption and examination malpractice among others

(Ajisafe, Bolarinwa, and Edeh, 2015).

3. As individual citizens become judicious spenders, the country gains by way of

investing excess resources on meaningful projects that would lead to economic

development. Today, we are talking about poor infrastructural facilities in our

educational and health systems, this can be avoided if we spend wisely (Ajisafe,

Bolarinwa, and Edeh, 2015).

4. If one understands one’s right as a citizen of a country and enforces them the country

would have less to worry about but would rather devote more time and resources on

development (Ajisafe, Bolarinwa, and Edeh, 2015).

5. If citizens of a country develop sound moral value then the country will be free from

insecurity and peace will reign supreme. More people will invest in the country and

there will be increased in growth and development (Ajisafe, Bolarinwa, and Edeh,

2015).

6. Business studies has made it possible for those who want to be retrained in order to

upgrade their skills and have access to education. In this way, people who finish

secondary grammar school with no saleable opportunity skills will have to acquire

skills that make them become functional, through retraining programmes (Ajisafe,

Bolarinwa, and Edeh, 2015).

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2.2 Conceptual Framework

Instructional resources are very vital tools in education. They aid teaching and

learning, they include everything that provides information to the teacher as well as the

learner. Azikiwe (2003), Explains that instructional resources include all forms of

information that are used to promote, encourage and enhance teaching and learning

activities with regards to education.

Instructional materials according to Ajelabi (2000) are teaching-learning materials

that constitute an integral component of classroom instructions which are utilized in dealing

out educational information to the learner. He further notes that it makes the lesson real,

concrete and effective as learners are motivated to learn at their own pace, rate and

convenience. According to him, our perception and understanding of our environment vary

as follows:

 75% of all information perceived is absorbed by the eye

 15% is absorbed by the ear

 10% is equally distributed among the remaining senses- touch, smell and taste

Mutebi and Matora (2000) also emphasized the effect of instructional materials utilization

on teaching and learning. According to them, we learn and remember 10% of what we hear

40% of what we discuss with others and as high as 80% of what we experience directly or

practice. This indicated that students learning could be enhanced effectively by the use of

instructional materials.

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Instructional materials are employed to widen the scope of understanding in teaching-

learning encounter (Onyejemezi, 2002). In conclusion, Onyejemezi listed seven benefits of

Instructional materials as follows:

 It supplies concrete basis for conceptual thinking and reduce meaningless response

of student.

 It makes lesson more permanent.

 It has a high degree of interest since they are shown physically to aid self-

understanding and explanation.

 It offers reality to experience.

 It contributes to the depth and variety of learning.

 It gives readymade answers to questions in the teaching-learning process.

 It adds meaning and explicitness in the teaching-learning process.

Maduekwe (2000) supports Onyejemezi (2002) when he says that the use of

instructional materials discourage rote learning. Furthermore, Oremeji (2002) asserts that

instructional information materials are of high value in imparting information, clarifying

difficult and abstract concepts, stimulating thoughts, sharpening observation, creating

interest and satisfying individual difference. All in all, the use of instructional resources

cannot be over –emphasized as it forms the integral component of classroom teaching.

Aina (2007) asserts that instructional materials are those materials or resources used

in any teaching exercise to promote greater understanding of the learning experience.

According to her, they are used to provide the richest possible learning environment which
22
helps the teacher and learners to achieve specific objectives. They also assist the teachers to

communicate more effectively and the learners learn more meaningfully and permanently.

The same is amplified by Fabiyi (2008) who describes teaching materials as anything that

helps the teacher to promote teaching and learning activities.

Maduabum (2001) defines resources as equipment and materials, which the teacher

can use to help in the achievement of lesson objectives. Dogara and Ahmadu (2000) also

referred to resources as anything that helps to bring about success in the classroom.

Resources can also be defined as all those sources of help, which may be utilized by an

individual or a student for the purpose of achieving the goals of learning. Osiyale (2000),

sees resources as all persons and things capable of conveying information, values,

processes, experiences and techniques that can be used to actively engage the students in the

learning process.

The instructional materials possess some inherent advantages that make them unique

in teaching. For one thing, they provide the teacher with interesting and compelling

platforms for conveying information since they motivate learners to learn more and more.

Also by providing opportunities for private study and references, the learner’s interest and

curiosity are increasingly stimulated. Further, the teacher is assisted in overcoming physical

difficulties that could have hindered his effective presentation of a given topic. They

generally make teaching and learning easier and less stressful. They are equally

indispensable catalysts of social and intellectual development of the learners.

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2.2.1 The concept of Teaching and Learning

Teaching is the process where an expert, a more experienced person with more

knowledge and skill assists a less experience or knowledgeable individual to gain

knowledge and experience, Onwuka (2005) viewed teaching as a process of making

impression on passive students, hammering in the facts. The preoccupation of teachers

involved in this method is to hand over to the students whatever the teachers themselves

received from others.

This conception of teaching was based on the misconception that the students’ heads

were empty and blank. The teacher’s role then was to fill the empty heads with facts

irrespective of whether they are relevant, understood by the students. It is an attempt to

bring about desirable changes in the learner’s behavior and it reflects the expected

behaviour needed in improving on the learner and the society where he lives.

Frender (2000) defines learning as changes in perception; knowledge of an

individual, the acquisition of new knowledge and skills is generally regarded as a

constructive activity such as working-memory capacity and general knowledge. Gibbs

(2002) suggests that learning is much more an evolutionary, sense making, experimental

process of development than simple acquisition. Therefore, learning is a process which

causes a change in behavior of an individual. Teachers should endeavour to teach their

students how to learn. Adesina (2008) asserted that the quality of education that children
24
receive bears direct relevance to utilization of instructional facilities, which include teaching

aids and the overall atmosphere in which learning takes place.

2.3 The concept of Instructional Materials

Instructional materials are device, real objects or representatives which teachers use

to communicate effectively with the students. Instructional materials are those devices that

must be there for the teacher to use while teaching to make the lesson more meaningful.

These include: textbooks, comfortable seats, well-ventilated classrooms. Instructional

materials are most needed for the implementation of any educational programme. They are

inevitable because of the impact they make on teaching and learning programme and its

process. There is no doubting the fact that the essence of all techniques in teaching is to

expose the learning to the subject matter.

Unless adequate activities and materials are effectively employed there is hardly a

way the learners could be in contact with the subject matter. The use of instructional

materials is recommended by many authors for effective teaching and learning at any stage

of the child’s development and level of education. Uzoegwu (2001) opined that teachers are

to employ instructional materials in their teaching in order to make sure that teaching is

more permanent in the mind of the learners. Furthermore Instructional materials provide the

learner with meaningful, accurate and real experiences in learning.

Instructional aids are what the teacher brings to class to help the teacher impart the

lesson with ease. These include: chart, pictures, real objects. They are what the teacher use
25
to compliment his/her effort. They are representative of the fact he/she intents to impart on

the students. They are the teachers companion in process of teaching. In agreement to this

Oyedele (2008) opined that teaching would be less meaningful without the use of teaching

facilities and went further to say that students will grope in darkness for a long time before

getting a grasp of what the teacher is saying. Similarly, Chika (2001) agreed to the fact that

teaching facilities apart from leading themselves to practical learning are equally essential

for actual occupation/job performance for self-reliance. It is indeed very necessary that the

teachers especially the business teachers to use instructional materials so that students can

have the opportunity of seeing, touching and manipulating them because this contribute to

effective teaching and learning. Instructional materials enhance teaching and learning

activities and consequently the attainment of the lesson objectives. Agreeing with this state

Aliyu (2001), postulated that Business studies being a Vocational Education Programme

cannot do without adequate use of instructional materials like typewriting machines,

dictation machines, tape recorders etc. The importance of these instructional materials in

teaching and learning business studies at the secondary school level cannot be

overemphasized.

Olaitan in Chukwumezie (2001) also agreed to the fact that instructional materials

are those materials and devices employed to supplement written or spoken words in the

transmission of knowledge, attitudes and ideas and also emphasize clarity and vitalize the

instructions. In the same light Ibidapo and Fagbemi (2001) agreeing with others say that

instructional materials are means of making teaching and learning easy, more meaning and
26
understandable. Umoren (2008) also refers to instructional materials as those equipment and

materials which a teacher uses to illustrate, emphasis and explain a lesson, thus making the

lesson clearer to the students. She enumerated these materials to include; objects that are

familiar to the students and can be obtained locally, to the sophisticated industrial products

which cannot be obtained locally. The author further classified them into three broad

catAtibaies thus: Visual materials, Audio materials and Audio/visual materials

Kinds and CatAtibaies of Instructional Resources

According to Medayese (2000) different types and variety of instructional materials

are available to be used in teaching any subject effectively. However, it is not all topics that

require the same type and quantity of materials. These materials could be purchased, locally

made or improvised, imported from other countries when necessary for the effective

instructional delivery.

Adekeye (2008) summarized instructional materials available for instruction into

four major catAtibaies:

a. Visual Aids: These include pictures, maps, charts, graphs, diagrams, chalkboard,

sketches, atlas and painting.

b. Audio Visual Aids: Such as television, computer programmes, film trips, video recording

and projectors.

c. Auditory Aids: These include audio recordings, radios, records or cassette tapes, music.

27
d. Printed Materials: These include encyclopedias, textbooks, magazines, journals,

newspapers, pamphlets, novel poems, simulation games, government records and

publications almanacs, biographic, editorial cartoons and case studies.

Notable criteria abound in literature on the taxonomical basis of instructional media.

Such criteria for classifying instructional materials or teaching aids include the degree of

expertise/technical skills needed for production, nature of materials, physiological parameter

or sensory modality, whether or not projection is involved, place the material is produced,

and miscellaneous characteristics. In terms of degree of expertise, we have high technology

materials such as computers, television, internet, etc. and low technology materials such as

pictures, globes, printed (such as textbooks), and non printed materials such as radio.

On the basis of physiological parameters, we consider the particular sensory

modality of the learner, and thus classify instructional materials into auditory, visual, audio-

visual, tactile, olfactory, and kinesthetic materials. Visual materials appeal to the sense of

vision (the eye), such as still pictures. Auditory materials appeal to the sense of hearing (the

ears), such as radio. While audio-visual materials appeal to both senses of hearing and

vision, such as the television. Tactile materials appeal to the sense of touching (the skin),

such as the Braille, while olfactory materials appeal to the sense of smell (the nose), such as

some chemical specimen. Gustatory materials involve the sense of taste (the tongue), such

as sample food, while kinesthetic materials involve sense of muscular coordination (the

muscles) with game materials, such as football as the media example. In view of this, the

28
kinds and catAtibaies of instructional materials/teaching aids used in effective delivery of

instructions can be summarized under the following catAtibaies:

1. Projected and electronic materials

2. Non-projected materials

3. Phenomenal and manipulative materials

Projected and Electronic Materials

Projected and electronic materials are forms of media which could be visual, audio

and audio-visual in nature that requires projection and electricity in their using process for

teaching and learning situation. Projected and electronic media can further catAtibaize into:

film/film projectors, video cassette/video disc machines, tape recorders/recordings, radio,

slide projectors, overhead transparencies/overhead projectors opaque projectors (Episcope)

and computer instructional system. The computer has now been found to be the most

suitable, and versatile medium for individualized learning because of its immense capacity

as a data processor, using for different games for the children. And can perform numerous

mathematical and logical operations without any intervention by men.

Computer as an instructional material is used in many ways for effective

instructional delivery, such as mass instruction, group learning, individualized instruction,

and computer conferencing system among others. Olulube (2006) acknowledge three broad

ways by which computer contributed to teaching and learning situations. And these are mass

instruction individualized instruction and group learning.

Non Projected Materials

29
 Anyanwu (2003) assert that, non-projected materials are those materials that do not

require any form of projection before they can be utilized. Non projected materials are

different forms of instructional materials that did not require process of projection before its

operation can take place. This could include the following, textual and non-textual,

chalkboard, magnetic board/soft board, flip-chart, specimen, model, etc. Textual materials

and non-textual materials refer respectively to all the print and non –print materials that are

used by the teachers and learners for instructional process.

The print materials are the textbooks, magazines, periodicals, journals, and

newspapers, among others while the non-print materials includes charts, chalkboard, radio

television, films, video tapes, audio tapes, festivals and games. He further expressed that

together they assist the students in acquiring clear concepts of subject matter they are also

students’ best single academic friends. Moreover they can provide security for the

unprepared teacher and an escape hatch for one who is instructing outside his field of

specialization.

Phenomenal and Manipulative Materials

Phenomenal according to Uche and Umoren (2001) are instructional media like

features, things, events, festivals, settings and other community resources which the learner

grasp at their natural or semi natural habitat. They enable the learner to have direct contact

with learning experiences that will far out-weigh weeks or months of copied notes and rote

learning. Despite the fact, of these positive ends, field trips and schools journeys that

normally bring learners into contact with the phenomenal are underutilized because of time,
30
finance, knowledge of the teacher, inflexibility of the school timetable and other

infrastructural problems. Effective teachers are expected to explore and widely utilize the

phenomenal because these can stimulate.

2.4 Utilization of Instructional Materials

The utilization of instructional materials doe not guarantee effective communication

and effective teaching but instead proper utilization, careful selection and skillful handling

by the teachers, renders the usefulness of instructional materials to the teaching and learning

process. According to Uwaifo, (2009) the utilization of instructional materials in teaching

business subject plays a very important role in making the teaching and learning of the

subject more effective. Ukoha (2007) the ultimate goal of utilizing instructional material,

tools and equipment is to facilitate teaching and learning. The proper utilization of these

materials promotes meaningful communication, enhance effective teaching, encourages the

interest of learners and motivates individualized instruction in which learning is assured.

This implies that, instructional materials are important in teaching and learning just as magi

cubes, tomatoes and other ingredients are important to good meals.

The correct use of instructional materials often gives correct representation to the

abstract ideas, thereby making their meaning clearer and pleasant. According to Uwaifo

(2009) proper utilization of materials serves a useful purpose in promoting understanding to

concepts and principles. The utilization of relevant equipment, materials tools or

instructional facilities in teaching business subjects facilitates learning and enhances

student’s achievement (Awobodu, 2000). Also adequate and proper utilization of

31
instructional materials improve the performance and output of the schools. This means that,

schools that are fully equipped with functional facilities give a better result when properly

used as compared to the schools having inadequate instructional materials.

2.5 Challenges facing the Utilization of Instructional materials in Teaching of

Business studies

a. Problems encountered in Teaching of Business Studies

A good number of educational researchers and authors have made significant attempts to

highlight the various problems encountered in teaching of business subjects. Nwokolo

(2000) noted that business disciplines lack basis instructional tools for effective skills

training. The author outlined that at the junior secondary school level, virtually all schools

have received their consignment of introductory technology machines whereas little or

nothing has been done about the provision of typewriters for integrated business subject,

that the Nigerian certificate in Education Programme was choked up and the students were

left with little or no time to devote the skills, that many secondary schools allocated very

few hours a week to business subjects and that many secondary schools still erroneously

feel that business subject is a second-best discipline and should be given time-table space

only after most other courses.

Nwokolo observed that there was a serious dearth of textbooks and other instructional

materials for business subjects and that the few books available are outlandish and do not

reflect the socio-economic values of the Nigerian business environment. The author noted
32
that a serious dearth of well trained business educators at all levels of the educational system

and that research in business studies in Nigeria was very much at its infancy in business

education in Nigeria was very much at its infancy.

Another problem encountered in teaching of business subjects is lack of equipment.

No teaching in business subjects can be effectively done where there are acute shortage of

teaching equipment and facilities. Business studies are very practical subjects where

students learn by activity, observation and others. Therefore business education subjects at

any level required enormous equipments and facilities for it to be properly taught (Ekunno,

2004).

b. Learning Difficulties encountered by Students in Business Subjects

According to Oyedeji (2007) the learning of business studies in Nigeria has a lot of

problems that need reappraisal, resulting in a vocational education policy that will positively

affect the attitude, aptitude and acquisition of skill for self-reliant of the students. Oyedeji

reported that the problems of learning business subjects are being associated with the

following: teacher problems, students problems, and curriculum problems.

Oyedeji pointed out what Obanya used to say “there are teachers and there are

cheaters”. Shortage of qualified business teachers has led to the engagement of many

unqualified teachers into the school system. These teachers could not prepare appropriate

lesson plans talk less of teaching effectively. In addition to this, the few business teachers

that are in the schools are given so much heavy load of business subjects teaching.

33
2.6 Strategies for enhancing the Availability and Utilization of Instructional

Materials i

a. Teaching and Learning of Business studies

Strategies are decisions about organizing students, materials and ideas to provide

learning. Strategy is a procedure or technique used by the individual or group at different

level of educational system to attain desired outcome or engineer changes or innovation. It

is an all available procedure and technique used by individuals or group at different levels of

educational system to attain desired objectives (Saskatchewan, 1991).

Instructional strategies, according to Brown (1998), involve a formal expectation of

a desired teaching content by the teacher. In this study the term instructional strategy is used

to refer to all the techniques and tactics used by a business teacher to facilitate effective

teaching and learning. Such strategies may include; direct teaching, cooperative learning,

lecture, lecture with discussion, panel of experts, brain storming, video tapes, small group

and class discussions, case studies, role-playing, survey and guest speakers. Igbinoba (2008)

observed that, children learn best when they find interest and enjoyment in their learning

activities. This implies that a teacher should be so creative to come up with a variety of

instructional strategies which can capture the interest of learners. If this does not happen,

learners may find the subject less interesting and difficult to understand, even if it may be

simple. This may result into loss of interest in the subject, bringing about poor academic

performance.

34
 Bayise (2008) noted that teaching strategies which are psychologically and socially

sound might raise the whole quality of students life and morale for studying. A teacher

needs to find ways of raising students’ morale towards learning. This is prompted by the

fact that many students are affected by many distracters (psychological, social or economic)

which may divert their learning attention.

There is need therefore, for a teacher to use such teaching strategies which may

make a student forget such distracters and pay attention to what is being taught, otherwise a

teacher may waste energy teaching one student in a class of ten which consequently makes

achievement of teaching objective difficult. This implies that if the teaching strategies of

business subjects in secondary schools are poor, then the goals of teaching the subjects may

not be attained. There are some considerations to be made in selecting instructional

strategies. These include: teacher preparation in business studies, improving teaching of

business subjects and improving learning of business subjects.

Instructional Materials and the Teaching-Learning Process

The impact of instructional materials on teaching and learning needs not be over

emphasized. It is through instructional materials that the teacher drives home his or her

point during lesson. In the process of using instructional materials, students can see, feel and

touch the materials and this aids retention. Ikonta (2006) views the media as having vital

role to play towards the teaching and learning. He refers to the media here as the television,

radio, journals, newspaper and magazines. All these help to educate students and help them
35
gather educative information through listening, reading and speaking thereby increasing

widening the horizon of their knowledge.

Instructional Material and Students’ Academic Performance

Essentially, the way to facilitate learning is by doing. This is the more reason why

teachers should employ the use of instructional materials to practically explain their lessons

to students for better comprehension. Looking at the importance and advantage of

instructional materials in the teaching and learning of science, one will not be wrong to infer

that students’ academic performance will be enhanced if appropriate instructional materials

are used during teaching-learning processes. This is because when students learn and retain

better, they perform better in their academic work (Onyejemezi, 2002). Maduekwe (2000)

also notes that the use of appropriate instructional materials influences students’

performance in the following ways:

1. It helps in focusing attention and motivating learners. When appropriately

instructional materials are used to introduce, develop or conclude a teaching-learning

session, learners’ interests are aroused and developed throughout the lesson.

2. Instructional materials lend support and authenticity to whatever the teacher says

through the use of media, the learner will be made to confirm or refute the teacher’s

assertion

3. It makes learning to become real and concrete. It adds aural and visual dimensions to

learning thus discouraging rote learning. Use of motion pictures and real objects can
36
 concretize learner’s experience, thereby making learning to become real, concrete

and immediate.

4. Learning effectiveness is increased. Learners are likely to retain recall with ease a

greater percentage of what they hear, see and manipulate.

2.7 Summary of Literature Reviewed

The literature reviewed show that instructional materials are educational inputs that

are vital to the teaching of any course in the school curriculum. They are essential materials

that enable the teacher teach effectively in the business studies lab and classroom. The goal

of business studies was the production of manpower that possesses the requisite knowledge,

skill and attitude for harnessing other resources.

Therefore business education subject teaching should be more practical than

theoretical. Hence, business subject involves concepts of office practice, commerce, book-

keeping, typewriting/keyboard and shorthand, which requires hand on practice. In general,

the theories of instructional teaching and learning include the Stimulus- Response theory

(Thondike, 2000).

The Purposive Behavoural theory (Tolman, 1948) and the Human Capacity theory

(Schultz, 1961). The stimulus- response theory state that bonds are strengthened simple by

the same stimulus and response repeatedly occurring together, the teacher is to present

materials in a way that sustains the learners’ interest as interest will inspire readiness to

continue the learning task. The purposive behavioral theory believed in objectivity this
37
implies that problems solving is largely a matter of trying alternatives one after the other

until the right response is achieved.

According to Tolman, (1948) this approach is a useful strategy in teaching children

how to acquire skill. The human capacity theory maintained that education is not supposed

to be viewed simple as a form of consumption but rather as a production investment .This

implies that business education subject is a productive education rather than consumer’s

education, that business education subject equip individual with skills acquisition, benefit

and application for economic success. However, other studies have revealed that the

academic performance of business education students has been progressively poor over the

years.

It is therefore observed that their materials are absolute that is not matching with the

current development the little one available are not utilized because some material lose

some component to make it functional. The teachers having attended differences schools

and colleges so their possess difference experiences and knowledge so due to invariably

have direct effect on the utilization of the materials in teaching and learning in business

studies in secondary schools this is projected to the students in Atiba Local Government

Area of Oyo State. Many schools are unable to teach business studies due to inadequate

teachers and equipment these direct effect on students’ achievement must have been due to

non-utilization of instructional materials in classroom teaching and learning.

38
 CHAPTER THREE
RESEARCH METHODOLOGY
This chapter presented the procedure used in carrying out the study under the

following subheadings: research design, population for the study, sample for the study and

sampling techniques used, instrument for data collection, validation of the instrument,

reliability of the instrument, method of data collection and method of data analysis.

3.1 Research Design

The study employed a descriptive survey design. Descriptive survey is a generalized

means of data collection through the use of interview or questionnaire. In the opinion of

Osuala (2004), survey design answers questions pertaining to characteristics frequencies of

occurrences, vital facts of people, their belief, opinions, attitudes, activities and behaviours.

Also, Ezeji (2004) stated that survey research design is considered most appropriate because

information will be gathered by means of self-report, which could be designed as the subject

response to questions asked by the researcher.

3.2 Population for the Study

A research population is generally a large collection of individuals or objects that are

the main focus of a scientific study. Therefore, the population for this research work is the

total number of business studies students in the listed schools in Atiba.

S/N Name of School Business studies

Students’ Population

39
1. Community Secondary School, Oke- 20

Olola

2. Alaafin High School, Oyo 20

3. Commercial Grammar School, Isale- 20

Oyo

4. Orayan Grammar School, Oyo 20

5. Bode Thomas Memorial Secondary 20

School, Oyo

Total 100

3.4 Sample Size and Sampling Technique

The sample for the study was 100. One hundred (100) business studies students were

selected using simple random sampling technique to choose (20) from each of the 5 schools

in Atiba Local Government Area Oyo State.

3.4.2: Sampled Population for the Study

S/ Name of School Business Studies

40
N Students’ Population

1. Community Secondary School, 20

Oke-Olola

2. Alaafin High School, Oyo 20

3. Commercial Grammar School, 20

Isale-Oyo

4. Orayan Grammar School, Oyo 20

5. Bode Thomas Memorial Secondary 20

School, Oyo

Total 100

While five teachers chosen from each secondary school in Atiba Local Government forms

teachers sample size for the study. In totality the sample size contain one hundred business

studies students and twenty five business studies teachers.

3.5 Validation of the Instrument

Validation refers to the extent to which an instrument measures what it is supposed

to measure. The questionnaire was validated by one expert from the department of Business

Education, Federal College of College of Education (Special), Oyo. The comments,

corrections and suggestions made by the validator helped the researcher to produce the final

instrument for data collection.

3.6 Reliability of the Instrument

41
 Test-retest reliability was used to establish the reliability of the instruments. The

instrument was administered on twenty respondents other than those drawn from the

population within the research sample. A coefficient of 0.78 was obtained which indicated

that the instrument was reliable.

3.7 Instrument for Data Collection

Two instruments were used: A checklist titled Availability of Instructional Materials

for the teaching of Business Studies (AIMTBS) and a questionnaire titled Utilization of

Instructional Materials for the teaching of Business Studies (UIMTBS) were used to gather

data for the study.

3.8. Procedure of Data Collection

One hundred 100 copies of the questionnaire were personally administered by the researcher

to the respondents and the questionnaire were completed and retrieved thereby given 100%

return rate.

3.9 Method of Data Analysis

The collected data were analyzed using simple percentage.

CHAPTER FOUR

42
 ANALYSIS OF DATA AND DISCUSSION OF RESULTS

4.0 Introduction

This chapter presents the result as gathered from the sampled questions on the

availability and utilization of instructional materials on the teaching and learning of

Business Studies in secondary schools in Atiba local government Area of Oyo State. The

presentation will be done in two sections (A and B). Section A will show the demographics

information of respondents which will include age, sex, marital status, qualification and year

of teaching experience. The section B will present an analysis of responses from the items

and the questionnaires as stated in the methodology, the analysis will be presented in sample

table showing the raw scores and the percentage of responses for each of the item.

4.1 Respondents Personal Data Analysis

Table 1: Sex distribution of the respondent

Sex Number of respondents Percentage

Male 20 40%

Female 30 60%

Total 50 100%

The above table shows that 20(40%) of the respondent were male while 50(60%) of

the respondent were female. This indicate that female respondent were more than male

respondents

43
Table 2: Age distribution of the respondents

Age Number of respondents Percentage

18-23years 20 40%

23-28years 20 40%

29yrs and above 10 20%

Total 50 100%

In the above table 20(40%) of the respondent were 18-23years, 20(40%) of them

were 23-28years while 5(20%) of them were 29yrs and above.

Table 3: Qualification distribution of the respondents

Qualifications Number of respondents Percentage

NCE 24 48%

H.N.D 18 36%

B.ED 8 16%

Total 50 100%

The above table shows that 24 (48%) of the respondent were NCE, 18(36%) were

H.N.D while 8(16%) were B.Ed. This indicate that NCE respondent were more than others.

Table 4: Year of Teaching Experience

Teaching Experience Number of respondents Percentage

44
 Below 5years 32 64%

Above 5years 18 36%

Total 50 100%

In the above table 32(64%) of the respondent were Below 5years, while 18(36%) of

them were Above 5years. This indicate that majority of the respondents were below 5 years.

4.2: Analysis of the Respondents to the Questionnaire

Item 1: Availability of projector enhances teaching of business studies.

Response Frequency Percentage

SA 16 32%

A 20 40%

SD 12 24%

D 2 4%

Total 50 100%

In the above table 32% strongly agree, 40% agree, 24% strongly disagreed and 4%

disagreed with the statement that there is Availability of teaching materials (projector)

enhances teaching of business studies.

45
Item 2: Availability of audio visual enhances teaching of business studies.

Response Frequency Percentage

SA 24 48%

A 6 12%

SD 12 24%

D 8 16%

Total 50 100%

In the table above 48% strongly agreed, 12% agreed, 24% strongly disagreed and

16% disagreed. This means most of the respondent agreed with the statement that

availability of audio visual enhances teaching of business studies.

Item 3: Inadequate supply of modern facilities and equipment affect teaching of business

studies.

Response Frequency Percentage

SA 20 40%

A 18 36%

SD 6 12%

46
 D 6 12%

Total 50 100%

In table above 40% strongly agreed, 36% agreed, 12% strongly disagreed and 12%

disagreed. In the statement above most of the respondent agreed that inadequate supply of

modern facilities and equipment affect teaching of business studies

Item 4: Utilization of outdated instructional materials affects teaching of business studies

Response Frequency Percentage

SA 24 48%

A 10 20%

SD 6 12%

D 10 20%

Total 25 100%

In the statement above 48% strongly agreed, 20% agreed, 12% strongly disagreed

and 20% disagreed with statement seven. So the utilization of outdated instructional

materials affects teaching of business studies

47
Item 5: Inadequate provision of resources has not devalued the image of business education

in education sector.

Response Frequency Percentage

SA 20 40%

A 10 20%

SD 14 28%

D 6 12%

Total 50 100%

In statement above 40% strongly agreed, 20% agreed, 28% strongly disagreed and

12% disagreed with the statement that inadequate provision of resources has not devalued

the

image of business education in education sector.

Item 6: Instructional materials like audio and audio visual will improve teaching of business

studies.

Response Frequency Percentage

SA 20 40%

A 10 20%

48
 SD 16 32%

D 4 8%

Total 50 100%

In the table above 40% strongly agreed, 20% agreed, 32% strongly disagreed and

4% disagreed in statement which that Instructional materials like audio and audio visual will

improve teaching of business studies.

Item 7: Availability of instructional material like video will improve teaching of business

studies.

Response Frequency Percentage

SA 24 48%

A 6 12%

SD 18 36%

D 2 4%

Total 50 100%

49
 In the above table 48% strongly agreed, 12% agreed, 36% strongly disagreed and

4% disagreed with the statement that availability of instructional material like video will

improve teaching of business studies.

Item 7: Inconsistent development of staff skills and resources.

Response Frequency Percentage

SA 24 48%

A 14 28%

SD 4 8%

D 8 16%

Total 50 100%

In the above table 48% strongly agreed, 28% agreed, 8% strongly disagreed and

16% disagreed in statement that inconsistent development of staff skills and resources..

Item 12: Adequate provision and utilization of resources would help

in promoting the effective delivery of business studies.

Response Frequency Percentage

SA 16 32%

50
 A 18 36%

SD 10 20%

D 6 12%

Total 50 100%

In statement above, 32% strongly agreed, 36% agreed, 20%strongly disagreed and

12% disagreed with the statement. Therefore adequate provision and utilization of resources

would help in promoting the effective delivery of business studies.

Item 13: Adequate provision and utilization of resources would help in stimulating

student’s interest for lifelong learning.

Response Frequency Percentage

SA 22 44%

A 8 16%

SD 12 24%

D 8 16%

Total 50 100%

51
 In statement above 44% strongly agreed, 16% agreed, 24% strongly disagreed and

16% disagreed with the statement that adequate provision and utilization of resources would

help in stimulating student’s interest for lifelong learning.

Item 14: Adequate provision of resources will improve teaching of business studies.

Response Frequency Percentage

SA 22 44%

A 14 28%

SD 10 20%

D 4 8%

Total 50 100%

In the table above 44% strongly agreed, 28% agreed, 20% strongly disagreed and

8% disagreed with the statement in table shows that adequate provision of resources will

improve teaching of business studies.

Item 15: Adequate provision of instructional materials would help to equip students with

required skills to improve their learning of business studies.

Response Frequency Percentage

SA 20 40%
52
 A 16 32%

SD 10 20%

D 4 8%

Total 50 100%

In the statement above 40% strongly agreed, 32% agreed, 20% strongly disagreed

and 8% disagreed. It was agreed that adequate provision of instructional materials would

help to equip students with required skills to improve their learning of business studies.

Item 16: Adequate provisions of teaching aids affect learning of business studies positively.

Response Frequency Percentage

SA 24 48%

A 10 20%

SD 12 24%

D 4 8%

Total 50 100%

53
 In statement, 48% strongly agreed, 20% agreed, 24% strongly disagreed and 8%

disagreed. Most of the respondents agree that adequate provisions of teaching aids affect

learning of business studies positively.

Item 17: Availability of audio visual instructional materials will improve teaching of

business studies.

Response Frequency Percentage

SA 24 48%

A 8 16%

SD 10 20%

D 8 16%

Total 50 100%

In the table above 48%strongly agreed, 16% agreed, 20% strongly disagreed and

16% disagreed. In statement seventeen most of the respondents agree that Availability of

audio visual instructional materials will improve teaching of business studies.

Item 18: The Audio-visual instructional material encourages a teaching and learning of

business studies.

Response Frequency Percentage

54
 SA 20 40%

A 10 20%

SD 14 28%

D 6 12%

Total 50 100%

In statement above 40% strongly agreed, 20% agreed, 28% strongly disagreed and

12% disagreed. Most of the respondents agree that Audio-visual instructional material

encourages a teaching and learning of business studies.

Item 19: Availability of instructional material like video, projector, audio and audio visual

will improve teaching of business studies.

Response Frequency Percentage

48% strongly
SA 24 48%

A 6 12%

SD 14 28%

D 6 12%

Total 50 100%

55
nineteen almost every respondents agree that t availability of instructional material like

video, projector, audio and audio visual will improve teaching of business studies.

Item 20: Utilization of instructional materials will improve teaching of business studies.

Response Frequency Percentage

SA 28 56%

A 6 12%

SD 12 24%

D 4 8%

Total 50 100%

The above table shows the analysis of the response of statement twenty 56%

strongly agreed, 12% agreed, 24% strongly disagreed and 8% disagreed with the statement.

Therefore the respondents agreed with the statement that utilization of instructional

materials will improve teaching of business studies.

4.3 Discussion of Results

Based on the data presented, analyzed and interpreted, the researcher is able to come

out with the followings findings. The analysis reveals that the use of instructional materials
56
has positive impact in the teaching and learning of Business studies. This was evident

because all the answers from the items indicates a positive response hence the highest

percentage agree that instructional materials affects students’ performance. These findings

also agree with the views of Jiya (2012) which say the attainment of lesson objectives and

the facilitation of teaching and learning process highly depends on the adequacy and

appropriateness of instructional materials selected by the teacher. This however entails that

instructional materials should be carefully selected by the teacher.

This finding supports the view of Kole (2011), which says the involvement of

teacher’s learners in improvising material gives students and teachers the opportunity to

concretize their creativity, resourcefulness and imaginative skills.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

57
5.1 Summary

It is generally agreed that instructional material and their usage have profound

influence on student academic performance and achievement. The research however found

out the effect of instructional material on teaching and learning of business studies in Atiba

local government area of Oyo state. From the result of the analysis, it is therefore concluded

that the selection of relevant instructional material, available and the ability of teachers to

improvise all hard significant relationship between teaching and learning of business

studies. It is in this regard that the researcher draws the attention of the teachers, proprietors,

principals as well as government to take priority in the provision of instructional materials

since they boost student performances.

5.2 Conclusion

Instructional resources are very vital tools in education. They aid teaching and

learning, and include everything that provides information to the teacher as well as the

learner. Instructional resources include all forms of information that are used to promote,

encourage and enhance teaching and learning activities with regards to education.

Therefore, the inavailability of some instructional materials like tape recorders,

cassettes, videos and projectors affects the teaching of business studies in Atiba Local

Government serve as an impediment in students proper assimilation and application of

knowledge within the four walls of classroom.

58
5.2 Recommendations

Based on the finding of the study, the following recommendations were made;

1. The government and the school heads should ensure that instructional materials are

available in schools.

2. In selecting instructional materials, the teachers should ensure that the material

selected is commensurate to the topic and age level of the students.

3. Secondary schools administrators should encourage classroom teachers to improvise

and use instructional materials in secondary schools.

4. Workshops, conferences, seminars, etc. should be organized on how to use

instructional materials in secondary schools.

5. The government should establish resources centers to enable teachers borrow

teaching aids which may not be in the schools

References

Adeyanju, J.L 2012. Production of chip instructional materials for the 6-3-3-4 system of
education with emphasis on the first six years. Trend and Research in Educational
Technology, pp. 45-53

59
Akambi, K. 2015. Selection, utilization and evaluation of instruction. In I. Agun & I. Imogie

(Eds) Fundamental of Educational Technology, Ibadan: Y-Books,pp. 91-92.

Bello, J.Y. 2009. Basic principles of teaching: chichester, John Wiley and Sons limited.

Brunner, J.S. 2007. “The act of discovery” Haverd educational Review.

Chauha, S.S. 1973. Advance Educational psychology. New Delhi: UBS publisher

distributors PVT Ltd.

G O Gedion (2012). Mode of Admission and Undergraduate Academic Performance:

A Comparative Study in Delta State University. Journal of Educational and Social

Research, 2(3)

Jiya, R.R 2001. The use of communicative language teaching Materials for junior secondary

schools in Mina, Niger State. M.ed. (TESL) Thesis, Zaria, Almadu Bello University.

Kolo, C.M. 2006. Development and management of school Resources. Port-harcourt: grapic

Publishers.

Slain, G. 1980. Educational psychology in a changing world. London: George Allen and

Unwin.

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Olagunju, M.A (2006) An Investigation into Teachers’ attitude towards and Extent to

improvisation of Resource for Effective Teaching of Biology” Science Teachers

Association of Nigeria (STAN) 41st Annual Conference proceeding. P 20

Olarewaju, A. (2001) Improvision in Integrated Science Teaching. A New Approach to the

Teaching of Integrated Science. A afas Nigeria Company. through Improvisation.

Implication for the Teacher. P 49

Omachi, A.A. (2000) Enriching Science Technology and Mathematics (STM) Education

STAN 41st Annual Conference proceeding

Omole, C (2012) STEM Education and Basic Skill Acquisition in the 21st Century. P 76 –

77. 53rd Annual Science Teachers Association of Nigeria (STAN) Conference 2012.

HEBN Publishers Plc.

Onasanya,S.A and Adegbija.(2007) Practical Handbook on Instructional Media, 2nd Edition

Graphoon Publishers, Ilorin, Nigeria.

Onwuakpa, F.I and Nweke, A.O (1998) Enriching Science, Technology and Mathematics

Education in Secondary School through Effective Utilization of Resources in

Classrooms P. 34 STAN 41st Annual Conference proceeding.

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Onyejemozi, D.A (2002) An Avenue to optimal utilization of Instructional Materials in the

Universal Basic Education. Imo State University Journal of Education Studies 1 (2)

Pp 24 – 52.

Oriade, T.L (2008) An Empirical Study of the use of instructional materials in Biology

curriculum implementation: A case study of selected Secondary Schools in Toro

L.G.A of Bauchi State.

Soyibo, K. (1993)Altitudes and Achievement in Biology. Journal of Science Teacher

Association of Nigeria. STAN. 20.2. 26-32

Sarogini, T.R (2010) Modern Biology For Senior Secondary Schools PP 2 AFP Plc Nigeria.

Tabotndip, J.E (2004) Classroom practices in the Nigerian Educational Industry: A need for

Redirection Secondary Education Management Board, Owerri – Imo State.

Umeoduagu, J.N (2000) Resource Utilization for Effective Teaching of Science Technology

and Mathematics in the New Millennium P. 36 STAN 41st Annual proceedings 2000.

UNESCO United Nation Educational Scientific Cultural Organisation Handbook for science

Teaching. P.89. UNESCO Paris-Heinmann, 7 Place defontenon, London 180

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Yero, H (1997) Enriching Science, Technology and Mathematics Journal of Science

Teacher’s Association of Nigeria (STAN) 41st Annual Conference proceeding 2000

P. 27 Heineman Press.

APPENDIX

FEDERAL COLLEGE OF EDUCATION (SPECIAL), OYO

P.M.B. 1089, OYO STATE, NIGERIA.

63
 DEPARTMENT OF BUSINESS EDUCATION

Dear respondent,

The aim of this checklist and questionnaire is find out the availability and utilization

of instructional materials on the teaching and learning of Business Studies in secondary

schools in Atiba local government Area of Oyo State.. Your sincerity and honesty in

answering this question is valued and I therefore promise that all the answers provided

would be strictly confidential. There are two sections to be filled in this questionnaire i.e. A

and B.

Instruction: Tick the following as it applies to you.

SECTION A: PERSONAL DATA

Sex: Male ( ) Female ( )

Age: 18-23years ( ) 23-28years ( ) 29years and above ( )

Academic Qualification: N.C.E ( ) H.N.D ( ) B.ED ( ) M.ED ( )

Working Experience: Below 5years ( ) Above 5years ( )

SECTION B:

Kindly read the questions given below carefully and answer them by marking your best

option in the column provided for you.

S/N ITEMS SA A D SD

1. School provides teachers with teaching and learning materials.

64
2. Use of instructional materials improves the teaching and learning of

business studies.

3. Lack of instructional material affect teaching of business studies.

4. Availability of projector enhances teaching of business studies.

5. Availability of audio visual enhances teaching of business studies.

6. Inadequate supply of modern facilities and equipment affect teaching

of business studies

7. Utilization of outdated instructional materials affect teaching of

business studies

8. Inadequate provision of resources has not devalued the

image of business education in education sector.

9. Instructional materials like audio and audio visual will improve

teaching of business studies.

10. Availability of instructional material like video will improve teaching

of business studies.

11. Inconsistent development of staff skills and resources.

12. Adequate provision and utilization of resources would help

65
 in promoting the effective delivery of business studies

13. Adequate provision and utilization of resources would help

in stimulating student’s interest for lifelong learning.

14. Adequate provision of resources will improve teaching of business

studies.

15. Adequate provision of instructional materials would help to equip

students with required skills to improve their learning of business

studies.

16. Adequate provisions of teaching aids affect learning of business

studies positively.

17. Availability of audio visual instructional materials will improve

teaching of business studies.

18. The Audio-visual instructional material encourages a teaching and

learning of business studies.

19. Availability of instructional material like video, projector, audio and

audio visual will improve teaching of business studies.

20. Utilization of instructional materials will improve teaching of business

studies.

66
INSTRUCTION MARK: Strongly Agreed (SA) or Agreed (A) or Disagreed (D) or

Strongly Disagreed (SD) where appropriate.

CHECKLIST

FEDERAL COLLEGE OF EDUCATION (SPECIAL), OYO

P.M.B. 1089, OYO STATE, NIGERIA.

DEPARTMENT OF BUSINESS EDUCATION

Dear respondent,

67
 The aim of this checklist is find out the availability and utilization of instructional

materials on the teaching and learning of Business Studies in secondary schools in Atiba

local government Area of Oyo State.. Your sincerity and honesty in answering this question

is valued and I therefore promise that all the answers provided would be strictly

confidential. There are two sections to be filled in this questionnaire i.e. A and B.

Instruction: Tick the following as it applies to you.

SECTION A: PERSONAL DATA

Sex: Male ( ) Female ( )

Age: 18-23years ( ) 23-28years ( ) 29years and above ( )

Academic Qualification: N.C.E ( ) H.N.D ( ) B.ED ( ) M.ED ( )

Working Experience: Below 5years ( ) Above 5years ( )

SECTION B:

Kindly read the questions given below carefully and answer them by marking your best

option in the column provided for you.

INSTRUCTION MARK: Available and Not Available where appropriate.

Checklist to identify available instructional materials for teaching of business studies

S/N Items Available Not Available

1 Audio 45 (45%) 55 (55%)

2 Projector 44 (44%) 56 (56%)

3 Video 39 (39%) 61 (61%)

68
4 Audio-Visual 58 (58%) 42 (42%)

5 Recording 29 (29%) 71 (71%)

6 Textbooks 92 (92%) 8 (8%)

7 Pamphlets 61 (61%) 39 (39%)

8 Handouts 74 (74%) 26 (26%)

9 Study guides 86 (86%) 14 (14%)

10 Manuals 75 (75%) 25 (25%)

11 Cassettes 42 (42%) 58 (58%)

12 Microphone 74 (74%) 26 (26%)

13 Charts 90 (90%) 10 (10%)

14 Real objects and photographs 79 (79%) 21 (21%)

15 Computer 89 (89%) 11 (11%)

69