CHAPTER ONE
1.0 BACKGROUND OF THE STUDY
Social studies is a relatively new comer to Nigeria as a distinct field, its introduction can
be traced to the modern wave of good educational practice, which stresses the importance
of the process of learning, and its relevance to the community. In this sense, social studies
was introduced in the early 1960s.
The concept of social studies originally comes from the U.S.A where the subject had been
evolved for seventy years. It was brought to U.K in World War II years. Then in the late
1960s, the need for social studies for Africa was discussed. The African social studies
programme was set up in Nairobi, Kenya, to assist with the development of the discipline
in Africa. Earlier in the 1960s, pioneering efforts had been made to introduce social studies
as a distinct programme in Nigeria. This was the pilot programme carried out in 1963 by
the western region ministry of education in collaboration with United States Agency for
International Development and the Ford Foundation. It produced a syllabus and two books
for teaching social studies.
In the north, the Northern Nigerian Teacher Education Project (NNTEP) consisting of
Americans and Nigerians, also produced a method book for the teachers”€™ colleges.
Social studies was introduced on a national basis at the 1969 National Curriculum
Conference. This has finally resulted in the federal republic of Nigerian National Policy on
Education (Lagos, 1977). Thus, social studies came at a time of great expectations as to
what education could do to transform Nigeria. Its introduction was part and parcel of the
movement to make education suitable for needs of the country.
So many changes had occurred since the 1970s. Courses in social studies at the
universities, at the postgraduate diploma, degree, master and PHD levels have been offered
in Nigeria. The Nigerian educational research council has produced curriculum for social
studies for primary and post-primary schools. Social studies is now a core discipline in
Nigeria right from the primary to the first three years of secondary education. It is also
offered at the NCE level.
Social studies have come far, but there is still a lot to be done. Teachers are yet to be
trained in appreciable numbers and books with Nigerian flavour are yet to be produced.
But a commendable beginning has been made.
Social studies focuses on the core discipline, its curriculum, the framework of learning
activities of learners and how to assess and evaluate the performance of learners. The
subject is a relatively wide scope due to its eclectic nature, infact it deals with man in his
physical, social, economic, political, historical and cultural environments.
Furthermore, in order to reflect the real existence of man within his culture in terms of
social and physical relatedness to his fellow men and the outside world at large, social
studies has been made an integrated social science subject. However, the integration has
made it possible for the subject to have disciplinary ability and capability not found in
other social sciences with which it is integrated.
1.1 STATEMENT OF THE PROBLEM
The use of teaching materials in solving educational problems cannot be over-emphasizing
particularly in social studies. Teaching materials has proved effective in teaching and
learning by making the delivery system simplified, meaningful and permanent. This is
very true, but one single factor which contributes greatly to low quality education is
teachers inability to use materials in teaching. Only a few can use these materials
effectively in teaching.
There are other factors which combine to stifle the proper use of teaching materials these
includes access to the right teaching materials, teachers inability to use existing teaching
materials, non-chalant attitude to work and lack of motivational packages from relevant
authorities. This study therefore intends to find out the type of teaching materials available
the attitudes and qualification of teachers as it affect the delivery of social studies in our
primary schools.
1.2 OBJECTIVE OF THE STUDY
The study will look into the use of teaching materials by socials studies teachers in primary
schools in Kaduna North Local Government Area specifically the study will identify:
i. The effect of inadequate teaching materials for teaching/learning of social studies in
primary schools in Kaduna North.
ii. The frequency of use of teaching materials
iii. The qualification/knowledge and attitude of teachers teaching social studies.
1.3 RESEARCH QUESTION
i. What is the situation in terms of provision of social studies teaching materials in
primary school?
ii. How frequent are teaching material used in teaching / learning situation?
iii. Do teachers have the pre-requisites knowledge for handling social studies teaching
materials?
1.4 SIGNIFICANCE OF THE STUDY
The outcome of this research work will provide useful information to ministry of education
Kaduna State, School management, teachers and pupils/students.
The state ministry of education will benefit in that, the study will provide data for
evaluating the effects of teaching materials for social studies in our primary schools.
The ministry will also use the data to provide materials that are not available and map out
strategies for tackling the problems of unavailability of teaching material for social studies.
The research work will thereby lead to the production of qualified teachers in social
studies for the states through exposure to various techniques of using teaching materials.
The study will also make teaching and learning more effective and enhance pupils
performance, thereby improving the standard of education.
1.5 SCOPE AND DELIMITATION OF THE STUDY
The scope of the study is on the effect of inadequate teaching materials for teaching social
studies in primary schools in Kaduna North Local Government Area in Kaduna state. This
study will cover material used in teaching social studies in primary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 INTRODUCTION
The literature for this study has been discussed under the following sub-headings:
“€¢ Different views on teaching materials
“€¢ Educational values of teaching materials
“€¢ Teaching materials and the teacher
“€¢ Criteria for selecting teaching materials in social studies
“€¢ Characteristics of good teaching materials
“€¢ Psychological basis for the use of teaching materials
“€¢ Problem associated with availability & using teaching materials
2.1 DIFFERENT VIEWS ON TEACHING MATERIALS
Teaching material has been defined by different scholars.
Dudley and Bark (1977) described teaching materials as anything that can serve as an
object of stimulus for pupils. They went further to say that there are many teaching
materials available for use by the social studies teachers. Such materials are textbooks,
pictures, charts, maps etc. They also assert that the materials available has not been
relevantly and adequately used for the benefit of the pupils. They also added that most of
the textbooks available and other material are content oriented and have not met the need
of the pupils neither has it direct the teacher on how to teach socials studies effectively.
Kendel (1479) outlined some teaching materials and how best they can be utilized for
concept development among which are textbooks, maps, graphs, charts, pictures and other
illustration. He claimed that teaching materials present application for good teaching and
sound learning.
Principle and practice of education study guide institute of education Ahmadu Bello
University Zaria (1968) described instructional materials in the following categories (a)
basic aids (b) purchase aids (c) home made aids (d) mechanical aids and library aids.
Basic instructional materials (AIDS), it is important to remember that they are only aids to
the teachers and as a result should not be substituted for active teaching. The study guide
observed that importance should be given by teacher to his voice range, gesture and ability
to imitate characters and to create imaginative setting or atmosphere. The other teaching
aid is done usually during lesson delivery, this involve talk and chalk. However it is one
thing to make use of the chalk board and another to use it to the best effect.
Secondly, on purchased instructional materials, the study guide observed that teachers do
not have enough money to spend on teaching aids. Teaching aids are very useful but most
of them are very expensive. Examples are globes, wall maps, magnetic compasses etc.
Thirdly, on home made teaching materials, majority of teachers who have the energy and
ingenuity to pursue their interest in teaching aids make their own. A teacher should have
the habit of collecting magazine, coloured papers, cloths, Match boxes and so on.
The common home made instructional teaching materials include maps, charts, diagrams,
rain gauge, arithmetic counters etc. all these have their places in teaching the process.
Fourthly, on mechanical teaching materials, some primary schools may be fortunate
enough to be equipped with mechanical aids such as radio, television, film projector tape
recorder etc.
Finally, the library as custodian for instructional teaching material in schools. The study
guide also put it that if a school has a library, they should make full use of it. It encourages
pupils to become familiar with the use of the library.
2.2 EDUCATIONAL VALUES OF TEACHING MATERIALS
A Chinese saying says and I quote “a look is worth a thousand words”€ this emphasizes
the value of teaching materials in teaching and learning situation. Resource materials result
in more effective learning of factual information and skills in less time than verbalization.
Hoban (1949) and his associates found out that resource materials can accomplish the
