CHAPTER TWO

LITERATURE REVIEW

2.1 CONCEPTUAL FRAMEWORK

2.1.1 The Concept of Instructional Resources

Instructional resources are materials which assist teachers to make their lessons explicit to
learners, they are devices which present a complete body of information and largely self-
supporting rather than supplementary in teaching and learning (UNESCO, 2015). Instructional
materials include all forms of information device which both teacher and learner can refer to use
as sources to obtain knowledge, new idea and to acquire new skills and competencies (Audu,
2002). Instructional materials include all materials including instruments and resources that aid
the teacher in realizing his/her objectives in the teaching-learning process. These include
textbooks, charts, improvised workbook and so on (Ifeoma, 2013). Instructional materials are
information corners designed specifically to fulfilled objective in the teaching and learning
situation (Reiser, 2021). Azare (2005) posits that for effective teaching -learning process, teachers
most make an active use of instructional materials. Instructional materials are important because
they are used for the transference of information from one individual to another, help the teacher
in extending his learner’s horizon of experience, stimulate learners’ interest and help both
teachers and students to overcome physical limitations during the presentation of subject matter,
among others (Agbulu & Wever, 2021).

Instructional resources are in various classes, such as audio or aural, visual or audiovisual.
Thus, audio instructional materials refer to those devices that make use of the sense of hearing
only, like radio, audio tape recording, and television. Visual instructional materials on the other
hand, are those devices that appeal to the sense of sight only such as the chalkboard, chart, slide,
and filmstrip. An audio-visual instructional material however, is a combination of devices which
appeal to the sense of both hearing and seeing such as television, motion picture and the
computer.
 Among the instructional aids the classroom teacher uses, the visuals out-numbered the
combination of the audio and audio-visual (Oladejo et al, 2020). The place of instructional
materials in the effective implementation of any education programme cannot be under-mined.
Instructional aids perform such functions as the extension of the range of experience available to
learners, supplement and complement the teacher’s verbal explanations thereby making learning
experience richer and providing the teacher with interest into a wide variety of learning activities.
Instructional materials supplement, clarify, vitalize, emphasize instruction and enhance learning in
the process of transmitting knowledge, ideas, skills and attitude. This calls for teacher’s
resourcefulness and improvisation on the parts of the Computer teachers. The ability of the
teacher to make us of local materials in place of standard ready-made materials makes lesson
more effective and improved students’ achievement (Oladejo et al., 2020). Instructional materials
are essential and significant tools needed for teaching and learning of school subjects to promote
teachers’ efficiency and improve students’ performance. They make learning more interesting,
practical, realistic and appealing. They also enable both the teachers and students to participate
actively and effectively in lesson sessions. They give room for acquisition of skills and knowledge
and development of self- confidence and self- actualization (Olayinka, 2016).

The term instructional material is used interchangeably by teachers, educators, and institutions as
learning material in instructional process (Pertama, 2017). Technically, in the teaching and
learning processes at all levels of educational system, instructional materials are indispensable.
Instructional materials are referred to as a veritable channel through which instructions can be
impacted in the classroom (Okpalaoka, 2019).

2.1.2 Concept of social studies

Social studies are the integrated study of the social sciences and humanities to promote
civic competence. Within the school program, social studies provides coordinated, systematic
study drawing upon such disciplines as anthropology, archaeology, economics, geography,
history, law, philosophy, political science, psychology, religion, and sociology, as well as
appropriate content from the humanities, mathematics, and natural sciences James (2011).. The
primary purpose of social studies is to help young people develop the ability to make informed
and reasoned decisions for the public good as citizens of a culturally diverse, democratic society
in an interdependent world. Social studies are taught in kindergarten through grade 12 in schools
across the nation. As a field of study, social studies may be more difficult to define than is a single
discipline such as history or geography, precisely because it is multidisciplinary and
interdisciplinary and because it is sometimes taught in one class and sometimes in separate
discipline-based classes within a department of social studies. However, two main characteristics
distinguish social studies as a field of study: i) it is designed to promote civic competence; and ii)
it is integrative.

According to James (2010) Social studies as one of the core subjects in junior secondary
school curriculum in Nigeria represents one of the modern curricular arrangements which focus
on interdisciplinary study that seeks to solve the complex problems of man in totality. The idea of
introducing social studies as a subject in Nigeria came up before the civil war, when the social
development of Nigerians could no longer cope with the level of colonial destructions Okonkwo
(2015). This situation led to indiscipline among youths and adults.

Social studies deal with the study of man and his relationship with other men and with the
environment. They call upon many fields of knowledge for subject matter content. Social studies
concern itself with human beings, those most fascinating of all creatures who, in a variety of
ingenious ways, can device means of meeting their basic needs and developing a social system in
a wide range of different environment. Social science has traditionally been regarded as the parent
discipline of social studies. Instruction in social studies is drawn from the following disciplines
Ifeanyi (2015).

2.1.3 Concept of Teaching

Teaching has been defined long time ago in the traditional way of teaching before the modern
system come into existence. The traditional way of defining teaching was highlighted by
Osundiran, (2020). The aims and activities were concerned to be temporary ability to recite
school books, facts, understood partially or not at all and unrelated to the problems and needs of
either young people or adult. It is very clear that reciting textbooks, facts and the other written
documents cannot lead to learning by a part of it.

Any teaching that does not lead to permanent change in the behaviour is not completed. A modern
teacher teaches so as to understand and see with their naked eyes. Mill was trying to point out
systematically the importance of instructional material during teaching and learning process.

According to Oyekan (2020) describes teaching as a set of conscious and deliberate actions
intended to induce learning by impacting desirable knowledge, skill and attitudes. It should be a
morally desirable and socially acceptable activity whose end result or goal learning in achieving
meaningful and logical sequenced learning demand adoption of behaviour objectives because they
emphasize the behaviour students should demonstrate by the end of the lesson.

Olasunkanmi (2014) says that teaching appear to be quiet a complex concept. It is body of
actions intended to induce learning. He further defines teaching as the “conscious and deliberate
effort by a matured or experiences person to impact knowledge, information, skills, attitudes,
beliefs e.t.c to immature or less experienced person with the intention that the latter (the immature
or less experience person) will learn or believe what he is taught on a rational basic”. One
criterion that can be identified from the definition is that there is the assumption that in the
process of teaching, a person is consciously and deliberately doing the teaching.

Teaching also connotes a lot of other meaning if used without clarification. It could refer to
human action. It involves relationship based on interaction. This interaction is linked to what
happens in communication is linked to what happens in communication system whereby we have
at one end the sender to the information and at the other the receiver. In the teaching process, the
receiver is the one being taught. This referred to in the definition “the immature or less
experienced person”. This implies that a learner is logically necessary in the act of teaching. It
will not make sense if someone says he is teaching computer to nobody, for except and until the
person at the other end receives the information, the teacher has not performed the act of teaching.

The definition also gives a third criterion that of impacting knowledge, information skills,
attitudes, beliefs e.t.c. In simple terms, this implies that some content or material in the form of
information, knowledge is being impacted. It then logically follows that; there must be
something to impact in the act of teaching. Teaching therefore only occurs when there is content
i.e, something being taught.

The fourth criterion is that there is at least an intention on the part of the person doing the act that
the recipient should learn. Teaching involves sharing of the meaning of the subject matter by the
teacher and the students.

Finally, we must take note of the fact that the teaching method must be morally sound and
accepted. This means that the leaner should willingly to learn while he is been taught.

Olasunkunmi (2004) explains that the process of teaching can be divided into four steps. The first
step is the presentation. This happens when the teacher presents the subject matter to the students.
The subject matter could be information, skills, attitudes, beliefs, etc. The second step is the
examination of the information by the students and asking of questions from the teacher. This
makes teaching involve rational explanation and critical dialogue. The person who teachers must
acknowledge the right of the students to ask questions, to call his judgment to question and to ask
for justification of his statements. The third step involves the negotiation of the subject matter by
the student and the teacher. This step involves clarification of idea and facts and voluntary
acceptance of such facts and ideas. The fourth step involves the sharing of the meaning of the
subject matter. This stage is what implies teaching as an achievement.

2.1.4 The Concept of Learning

Over the ages, educationist and psychologist have been known to devote considerable time to
what constitutes learning by searching into it and also how to improve it. As a result, several
definitions of learning have emerged.

Some defined learning as a change in human behaviour or disposition arising from experience
which persists over a period of time and which is not simply ascribable to processes of growth.
Learning has also been seen as a sum of the changes which occur in an individual stemming from
his responses of representative stimuli, present or past or based on interaction. Learning therefore
may lead to attitude formation, perceptions, preference and interests.

According to Okoye (2020), if we regard learning as a relatively permanent change in behaviour

arising from experience, then the following words may be regarded as key words before it can
take place; permanent, change in behaviour, and experience, learning can hardly take place, it
follows therefore that learning can be perceived as a process which involves the learners and what
he set to learn and a change in behaviour in order to solve a problem arising from his situational
environment. However, not all situations involving change in behaviour can be classified as
learning situations. It has been shown that some plants and animals respond to illumination
negatively or positively through instincts rather that learning. Irritation in both plants and animals
has been provide to be instinctive rather than learning.

According to Oyekan (2018, learning is a gradual change in behaviour which ought to be

frequently practiced and reinforced to prevent its extinction. It is a sort of biological adaptation as
it occurs when the students adjust to cope with the conditions of educational environment and
dynamic society. Achieving meaning and logically sequenced learning demands adoption of
behavioural objectives because they emphasize the worthwhile behaviour students should
demonstrate with proficiency by the end of the lesson. Hence learning must be based on familiar
internalized activities while the resulting curiosity and determination can be surprising
achievement in the children. Greater student’s conceptual understanding can be enhanced when
teaching is oriented towards the state of operational readiness of the students as well as the use of
local examples and concrete objects that produce first hand experiences which appeal to human
senses. The varied opportunities to learn by doing, through active participation in a conducive
environment shall promote good teaching and make the students happy with better performance at
school.

Nuke (1981), posited that learning is a relatively permanent change in behaviour as a result of
practice or experience: “the man who ceases to learn soon ceases to live” and “the teacher who
ceases to learn soon loses the opportunity to teach”. These statement underline the importance of
the learning process in life. We live in changing society and for us to survive and live happily, we
need to adjust or adapt to our environment. This we can achieve by acquiring habits or ways of
behaving. We are continually engaged in our learning activity on another throughout life. By
observing the change in behaviour patterns in people we know that learning has taken place.

2.1.5 Characteristics of instructional materials

The use of instructional materials is a big help for the teacher to facilitate the teaching-
learning process. These visual aids are important in motivating and arousing your students’
interest.

Here are some characteristics of a good instructional materials that will help you in your
teaching process.

i. Flexibility: In the college or university, the teacher has been taught different ways of teaching
hence, while in the classroom a good agricultural science teacher will attempt to teach his/her
lesson using a variety of methods and materials. He/she should therefore, select or construct
teaching aids that can be instantly modified to suit change in the approaches to construction.
ii. Colour: Since pupils are attracted by bright colours, these should be used in the preparation of
teaching also however, too much brightness should be avoided since it may distract students
intention from the objectives of the lesson and the instructional aids materials.
iii. Simplicity: Teaching aids must be simple and present only a far ideas at a time. This is
because, students cannot comprehend complex ideas presented to them at a short-time. If pictures
are used, they should illustrate only a very far words or actions. If more detailed pictures are used,
student will not know that they are to notice.

iv. Visibility: All the smallest detailed to be used in an instructional materials, should be
large enough to be seen by every student in the class. So, such should be placed conspicuously in
front of the class to present a clear view to every student.

2.1.6 The Benefits of Instructional Materials in Teaching and Learning

Contextually, instructional materials are the facilities that are required in teaching and learning as
they help teachers to present lessons to the learners effectively and encourage learners to grasp
new educational concepts (Ema & Ajayi, 2004). In their studies, Chukwu et al. (2016) and Eya
and Ureme (2021) posited that, instructional materials are the tools which a teacher employs in
the process of the presentation of lesson purposely to transform the learning contents into a
meaningful and realistic state. Thus, the benefit is that, in order to attain effective instructional
activities in a classroom setting, a proper utilization of instructional materials is of utmost
significance. Garba (2014) affirmed that instructional materials link-up the surface between
cognitive aspect of knowledge and absolute physical reality. Therefore, teachers are determined to
effectively put into consideration the utilization of relevant instructional materials due to the
discovery that instructional materials contribute immensely in the successful course delivery of
teaching and learning. Furthermore, Umaru (2021) and Ozorehe (2018) asserted that instructional
materials do promote the level of teaching professionalism among teachers and increase the level
of effectiveness of teaching and learning under the control of a conducive classroom environment.
In addition, the Nigeria’s National

Policy in Education stated that, the goals of instructional materials in education include the
following: (i) Enhancement of teaching and improve the competence of teachers; (ii) To make
learning more meaningful upon the learners and (iii) To develop and promote the effective use of
innovative materials in schools (Federal Government of Nigeria, 2014).

2.1.7 Major Types of Instructional Materials

Many researchers in education sector agreed that instructional materials significantly bring about
certain improvements in teaching learning process and give a room for teachers and learners to
objectively in a situation where people control their surroundings of environment for their
comfortability (Usman et al., 2015). According to Iliyasu (2014) instructional materials can be
classified into several perspectives by different researchers. However, regardless the nature of the
classification, instructional materials are classified into three main classes and they are:

i. Audio Materials: These are the instructional materials that deal with sound and are made
purposely for the sense of hearing only. According to Usman et al. (2015) the audio materials are
the instructional materials that appeal to the sense of hearing alone; such as i. Radio facilities, ii.
Radio programmes, iii. Record players, iv. Cassettes, v. Tape recorders, vi. Public addressing
systems and vii. Loud speakers.

ii. Visual Materials: These are the instructional materials that are made for the appeal to the
sense of sight only; such as i. Maps, ii. Specimens, iii.. Pictures, iv. Charts, v. Black/chalkboard,
vi. Diagrams, and vii. Posters (Iliyasu, 2014).

iii. Audio-Visual Materials: These are the instructional materials that are made for the
appeal to both senses of hearing and sight (Iliyasu, 2014). This category entails a combination of
audio and visual materials. This therefore combined both the senses of hearing and sight together
and of course at the same time. The audio-visual materials include television, film strip, and an
electronic projector (Usman et al., 2015).

2.1.8 Effective use of Instructional Materials and Students’ academic performance

Utilization is the method by which asset performance is measured and business determined.
It is the transformation of a set of input into goods or services (Daudu, 2012). It involves creation
of value in things. Utilization of instructional materials depends on their availability in the school.
The term ‘utilization’ is the same thing as ‘using’ as explained in the 2008 definition of
educational technology by the Association of Educational and Communication Technology
(AECT, 2008). Utilization of instructional materials is a tool and strategies for improving teacher
professional development for effective service delivery (Nwosu, 2010). Based on the utilization, it
has been observed that mastery of subject matter might not be fully achieved without the use of
instructional materials. In a study carried out by Isola (2010) in Kwara State established that there
was a strong correlation between the utilization of instructional materials and students’ academic
performance in many subjects. Oladejo et al., (2011) asserted that there is a significant difference
in the academic performance of students taught Physics using standard instructional materials,
those taught with improvised instructional material and those in the conventional instruction.
Where those taught using standard instructional materials performed better than those taught
using conventional instruction. Non- availability and inadequacy of instructional materials are
major causes of ineffectiveness of the school system and poor performance of students in schools
(Abdu-Raheem, 2011).

In most secondary schools in Nigeria, teaching and learning take place under a most un-
conducive environment without access to essential materials. It is very important to use
instructional aids for instructional delivery to make students acquire more knowledge and to
promote academic standard (Eniayewu, 2005). Instructional materials help teachers to teach
conveniently and the learners to learn easily without any problem and they have direct contact
with all sense organs (Olumorin, Yusuf, Ajidagba & Jekayinfa, 2010).

Akinleye (2010) collaborated this view when he opined teacher to teach the students with
instructional materials and use practical activities to make learning more vivid, logical, realistic
and pragmatic.

It has been established by Olayinka (2016) that students taught with instructional materials
have excellent achievement scores compared with those taught without any material. She further
affirmed that importance of instructional materials in the development of learners’ intellectual
abilities and attainment of teaching/learning objectives cannot be over emphasized. There is
statistical significant difference in the academic performance of students taught with instructional
materials than those not taught with them (Ifeoma, 2013). It also established that the use of
instructional materials such as workbooks improved the quality of learning in the students.
2.1.9 The Factors Affecting the Production and Uses of Instructional Materials.
i. Student Factors: Abdullahi (2015) stressed the contribution of students as one of the
factors that affect the effective use of teaching aids by biology teachers. Students cannot
be left out in their individual differences. Students have different understanding problems
those who cannot control themselves will give teachers problems in effectively using his
teaching aids. Even, an attempt to restrict these aggressive students may worsen the
situation. Furthermore, he stated that students with physical deformities create problems
for teachers in their use of teaching aids. Teacher has to attend to individual student in
order to satisfy his wants. We know that there are various forms of deformities in students.
These deformities ranging from visual impairment, hearing impairment, mental
 retardation, physical deformities and so on, need to be taken care of individually.
Moreover, Abubakar (2014) said, if one use one type of materials, it will pose problem
because the condition under which a student with visual impairment will learn is different
from the condition under which a student with learning impairment will learn. Teacher
will not effectively use teaching aids if he puts a student that is not physically all right
with a physically fit student. Moreover, students are of different character. Some students
are not disciplined, restless or troublesome. They will never stay at where they were asked
to stay. These students actually give teacher concern since the teacher could not display
his teaching aids properly as he wishes.
ii. Lack of funds: This factor seems to be the handicap why most educational institutions
are unable to acquire relevant teaching equipment’s and materials. It was revealed by
Adeyanju (2015) in his investigation in universities in Nigeria “teacher perception of the
effects and use of learning aids in teaching”, that the essence of involving the students
teachers in teaching exercise called on-campus teaching practice and schools attachment
programme (SAP) is to sufficiently help develop require teaching skills and to expose
them on how to handle instructional materials. There are sophisticated instructional
materials that can make learning easier and faster such as computer-aided programme but
lack of funds has effects on its importation and use in secondary schools.
iii. The unsatisfactory funding for teacher education programs stands as one of the major
factors working against effective implementation of the programs. The consequences of
the under-funding of this sector are immediate; for example, it results in the inability to
purchase instructional materials to effectively prepare pre-service teachers like computers,
text books, laboratory equipment, audio visual aids, slides, video clips, electronic white
boards, electronic conferencing materials, enough chairs and desks in classrooms to keep
students from having to stand to receive lectures to mention a few. The decay that
characterizes Nigerian schools is very serious (Ololube, 2016).

iv. Unavailability of the materials: Another pressed issue about instructional materials for
use is that, the materials are grossly lacking in the schools. This is true if the few
researches conducted in this country are anything to go by. For a reference, a study
conducted by Adewoye (2007) of the department of education, Ahmadu Bello university
Zaria, revealed that teaching materials are grossly lacking in this country she reported that
on the type of resources materials teachers had in schools 89% of the respondents claimed
 that they had to improvise while 57% indicated that they had no access to resource
materials at all. This indicates lack of teaching materials in our schools. Similar study
conducted by [Link] students of the university of Jos, pointed to the same direction of lack
of resources materials in our schools in reference to Ismailia (2006 ) reported that, out of
144 subjects involved in the study, 124 (86:1%) indicated that their schools were in short
supply of teaching materials only 8 (5.6%) of the respondents indicated that their schools
were adequately supplied with instructional materials.
v. Akafa (2006 in Buba 2008) undertook a study of biology teaching materials in taraba
state and reported thus; the findings from this study revealed that there was scarcity of
both printed and audio-visual materials in most of the instructional neither printed nor
audio-visual materials were available in sufficient quantity or quality. The few institutions
which indicated the availability of these materials indicated also that materials were rather
in poor condition. However, creativity and improvisation are the watchwords in any
successful application of instructional materials. Reading out is different from subject
content and quality and the latter is more important in any teaching and learning situation,
so some teachers still fail in improvising for materials that are not available.
vi. Environmental factors: Part of the application of instructional materials process is the
target population for whom the materials are to be used and the setting or vicinity where
the learning should take place, the degree of satisfaction derived by children in respect to
comfort ability of environment of that learning situation. For instance teaching biology
content in a very remote area where there is no availability of electricity and the content
requires projected materials, it will be very difficult for learning to be accomplished.
vii. Time constraints:: Time, is also a serious problem or factor that impede the effective use
of instructional materials in biology instructions because sometime the time that is allotted
for a subject might not be enough for the teachers to present his contents alongside with
effective use of the materials which will affect the wholesome delivery of the content.
viii. Poor maintenance culture: Materials available for the teaching of biology are poorly
mishandled by both the teachers and school authority. Biology especially, is affected by
non-available resource room for the proper keep of both the locally manufactured and the
commercially purchased ones thereby limiting it use as the time needed. Very many of the
teachers use materials occasionally without the proper upkeep of the materials after used
for the future reference.

2.2 Theoretical Frame Work

 The theory adapted for this study was derived from the System’s theory input-output
model developed by Ludwig Von Bertalanffy in 2006. The theory, according to Koontz and
Weihrich, (2008) postulates that an organized enterprise does not exist in a vacuum; it is
dependent on its environment in which it is established. They add that the inputs from the
environment are received by the organization, which then transforms them into outputs. As
adapted in this study, the students (Inputs) are admitted into the university, with different
admission points, from different social economic backgrounds and are from various school
backgrounds, when they get into the university system, the management of the university
transforms them through the process of teaching and learning and the students output is seen
through their academic performance.
Robbins (2008) argued that organizations were increasingly described as absorbers,
processors and generators and that the organizational system could be envisioned as made up of
several interdependent factors. System advocates, according to Robbins (2009) have recognized
that a change in any factor within the organization has an impact on all other organizational or
subsystem components. Thus the inputs, the processors and the generators should function well in
order to achieve the desired outcome. Saleemi (2007) in agreement with Robbins (2009) argued
that all systems must work in harmony in order to achieve the overall goals. According to the
input-output model, it is assumed that the students with high admission points, high social
economic background and good school background will perform well if the university facilities
are good, the lecturers and the management of the university is good which may not always be the
case and this is the shortcoming of this theory. According to Oso and Onen (2005), the
interrelationships among parts of a system have to be understood by all parties involved. This
theory requires a shared vision so that all people in the university have an idea of what they are
trying to achieve from all parties involved, a task that is not easy to achieve.

2.3 Empirical Review

Adewoye (2007) conducted a study on the availability of instructional materials in secondary
schools in Northern Nigeria. The study adopted a descriptive survey research design. The
population comprised Social Studies teachers, and data were collected using structured
questionnaires and observation checklists. The findings revealed that instructional materials such
as charts, maps, globes, pictures, and audio-visual aids were grossly inadequate in most schools.
Teachers relied heavily on improvisation, and some schools had no functional instructional
materials at all. The study concluded that lack of instructional materials negatively affects
effective teaching and students’ academic achievement.

Isola (2010) investigated the relationship between the utilization of instructional materials and
students’ academic performance in secondary schools in Kwara State. The study employed a
correlational research design. Teachers and students were sampled, and data were collected using
questionnaires and achievement tests. Findings revealed a significant positive relationship
between effective utilization of instructional materials and students’ academic performance.
Students taught with instructional materials demonstrated better understanding, retention, and
application of concepts than those taught without materials.
Nwosu (2010) examined instructional materials as tools for improving teachers’ professional
effectiveness in secondary schools in Anambra State. Using a descriptive survey design, the
findings revealed that teachers who frequently utilized instructional materials were more effective
in lesson delivery, classroom control, and learner engagement.
Eya and Ureme (2011) studied the role of instructional materials in the teaching of Social Studies
in Enugu State. The study used a descriptive survey research design, and data were collected
through questionnaires administered to Social Studies teachers. Findings showed that instructional
materials promote students’ interest, participation, and understanding of Social Studies concepts.
Teachers also reported improved lesson delivery when instructional materials were used.
Similarly, Oladejo et al. (2011) examined the effects of standard and improvised instructional
materials on students’ academic performance. The study adopted an experimental design and
revealed that students taught with standard instructional materials performed better than those
taught with improvised or no materials.
Abdu-Raheem (2011) carried out a quasi-experimental study on the effects of instructional
materials on students’ academic performance in secondary schools in Oyo State. Two groups of
students were taught the same content, one with instructional materials and the other without. The
findings showed a statistically significant difference in performance in favour of students taught
with instructional materials. The study concluded that instructional materials enhance
comprehension and academic achievement.
Abdullahi (2015) investigated factors affecting the effective utilization of instructional materials
by teachers in Nigerian secondary schools. Using a survey research design, the findings identified
factors such as student indiscipline, lack of funds, inadequate instructional materials, time
constraints, and poor maintenance culture as major obstacles.
Olayinka (2016) investigated the impact of instructional materials on students’ learning outcomes
in selected secondary schools in Osun State. Using an experimental research design, the findings
revealed that students exposed to instructional materials performed significantly better than those
taught using only verbal instruction. The study emphasized that instructional materials make
learning concrete and meaningful.
Ololube (2016) examined the effects of inadequate funding on instructional resources in Nigerian
schools. Findings revealed that poor funding leads to lack of instru ctional materials, overcrowded
classrooms, and ineffective teaching and learning.
2.4 Summary of Empirical Review
The reviewed empirical studies consistently indicate that instructional materials are essential for
effective teaching and improved students’ academic performance. While many studies focused on
availability, utilization, teachers’ effectiveness, and general academic performance, few
specifically examined Social Studies within a localized context. Moreover, most studies failed to
jointly examine availability, utilization, and challenges as they affect students’ academic
performance.
Therefore, this study seeks to fill these gaps by examining the Social Studies Teachers Perception
on the use of Instructional Resources in the Teaching and Learning of Social Studies in some
selected Junior Secondary School in Okene Local Government area of Kogi state.