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MAY 2021.
 DECLARATION

I DAHIRA D. BELLO, declared that this project is a result of my findings on the specified subject

and area scope. I affirmed that; this study has not been anywhere previously for the purpose of

receiving an award of National Certificate of Education (N.C.E.). The sources used in this study

have been acknowledged to the best of my ability.

This project is done by Dahira D. Bello and has been supervised and approved despite all odds as a

requirement for her graduation and award of NCE by Climax College of Education Bauchi or as

decided by the management of the college.

…………………………… ……………………………
A.A. JAJA
Sign/Date
Project supervisor

…………………………… ……………………………
Sign/Date
Head of Department
 DEDICATION

This research work is dedicated to my family members for their wonderful contribution which give

me this great opportunity of been among those in possession of a certificate of a noble profession,

ever existed in the anal history of mankind. May “Allah” S.W.A rewards them abundantly.
 ACKNOWLEDGEMENT

All praise is to Almighty Allah for his guidance and protection which enables me undertake this task

successfully. I wish to acknowledge the contribution of every one too numerous to mentioned, who

helped me out in different ways while carrying out this study. My special thanks and appreciation go

to my project supervisor Mallam Abubakar A. Jaja for his guidance and tolerance as well as the

tireless effort granted which makes this work successful one. I must acknowledge the effort of all

our HODs ( Socila Studies, English Language, General Studies and Education) for their

commitments in making sure that we succeed. May Allah reward them for that.

All my lecturers are not forgotten for their unquantifiable inputs, may each and every one of them

succeed in life both here and hereafter.

TABLE OF CONTENTS
Cover page - - - - - - - - - - i
Title page - - - - - - - - - - ii
Declaration - - - - - - - - - - iii
Approval page- - - - - - - - - - iv
Dedication - - - - - - - - - - vi
Acknowledgement - - - - - - - - - vii
Abstract - - - - - - - - - - viii
Table of content - - - - - - - - - ix
CHAPTER ONE
1.0 Introduction - - - - - - - - - number them
1.1 Background of the study - - - - - -
1.2 Statement of the Problem - - - - - - -
1.3 Purpose of the Study - - - - - - - -
1.4 Research Questions - - - - - - - -
1.5 Significance of the Study - - - - - - -
1.6 Scope of the Study - - - - - - - -
1.7 Operational Definition of Term - - - - - -
NOTE:
1) Continue to identify all the remaining content with their numbers please.
2) Make sure your plm. Pages are numbered in Roman numerate.

3) Make sure your table of content goes in line with the pages as numbered.
 CHAPTER ONE

1.0 INTRODUCTION

Sometime people have little doubt about eminence and usefulness of instructional materials in the

teaching and learning process. A Chinese proverb thus reads says: What we hear. We for see, what we

see we remember and what we take out in terms of understand (Ukaira 1979). In teaching seeing is

regarded as more important than hearing, and doing is seen as more important than seeing. Therefore, it

is necessary that students should held to see what the teachers means when he or she teaches and hence

the use of instructional materials. Any subject requires instructional material to meet the need of

enhancing learning.

Social study teachers have long been aware of this fact. A lot of efforts have been made to this end but

there is a need to promote more effort on improvisation of teaching aid for effective learning through the

provision of more understandings on that. Indeed, there is a need for all teachers especially those

teaching social studies to be fully aware of the teaching aids, their improvisation for effective learning as

they related to their field. It will be good to mentioned here that the only way of fulfilling the objective

of notional development as mentioned in the notional policy an education especially interims of Social

Science and Science technology 13 to produce in sufficient number men and Women who possess the

requisites expertise to promote speedy economic Survival of this Country. This can only be achieved

when it begun from the grassroots i.e. the primary and institutions.

1.1 BACKGROUND OF THE STUDY

Social studies do not lend itself to a particular definition because it means different things to different

people in different nest; though it has been adopted in our school curriculum in Nigeria. Many teachers
and learners are not very clear about what social studies deals with. In a workshop on social studies

curricular held in Ibadan in the year 1971, social study was defined as “a discipline in which we learn

about the world and man's environment”. It was also defined as “a unified and integrated course of study

that utilizes the systematical approach in attacking social problem.”

The widely accepted definition of social study which was made in 1971 said “A social study is the study

of man and his interaction with his physical and social environment."

In other word, it is a discipline with studies man and his interaction with his entire environment. This

concern issues such as, how his environments affect or influences him and how he in return also control

and influence them.

However, social studies were first introduced as a school subject in the united states of America (U.S.A

in the 1930's to replace the traditional social science subject like history etc. its introduction was

promoted by the need to use it to foster unity among the multi-racial citizens of the united states of

America. From the united states of America, the idea of social studies so reached Western Europe. It

was introduced in Britain as a relevant course of study for the understanding of man and his problem in

society. In the early 1960's, idea of social studies came down into African continent. By the time many

African countries have at their political independence and there were increased of dissatisfaction with

the existing school’s curriculum inherited by the newly independent African countries from their

colonial masters which were more Europe than oriented, especially then science subjects.

This led to the conference of African Education at Queen's college Oxford to discuss African school

curriculum in 1967 and another one in Mombasa, Kenya in 1968 which was attended by representatives

from many African countries including Nigeria. Moreover, social study was introduced into Nigerian

school system in the 1960's, and it became more prioritized in the 1970's. Thus, social studies are all
about man who is the central figure. It examines the extent to which man has been subjected to the

condition of his environment and to his activities to control and chance them for his own adoption.

1.2 STATEMENT OF PROBLEM

Some research works done on the subject in view have revealed that, the role played by social studies in

the economic growth of a country like Nigeria cannot be overemphasized. The problems of this

research therefore, are to further identify the importance, Problems and prospects of improvisation and

utilization especially by social study teachers in most of the junior secondary schools in Bauchi. The

basic parts of this problem have been itemized below:

• To find out the extent to which teachers use instructional materials in their lessons

• To find out how effective and successful is learning by students using instructional materials.

• To find out some dysfunctions of some instructional materials and other problems associated with it.

• To make some suggestions in this regard of improvisation.

1.3 OBJECTIVE OF THE STUDY

This research hope to exploit more the relevance of improvisation of teaching aids, further beyond how

it has been situated at the farthest possible point from a centre of teaching students in the class. It is

practically obvious how teachers among, who are concern with the teaching of social study, deliberately

overlook the relevance of this improvisation in their business.

Perhaps, the specific objective of this study is to:

I. Examine the position of improvisation in the current teaching practices

II. Find out the necessity for such improvisation

III. How current educational backwardness determine the necessity of proper utilization of teaching aids.

1.4 RESEARCH QUESTION

The following questions are to guide this particular study:

i. How do teachers consider practice of improvising teaching aids?

ii. To what extent does lack of improvisation of teaching aids affect the performance of students?

iii. How could the use of teaching aid facilitate the act of teaching social study in our schools?

1.5 HYPOYHESIS

This work is aimed at findings the ways to increase the application of improvised instructional materials

which is belief to be the major source to any success to be recorded in the area of teaching of social

study. The researcher formulated three hypotheses as listed below, as factors or reasons for academic

backwardness in teaching of social study within the area scope which is Bauchi metropolis:

i. Lack of motivation by teachers to students at an earlier stage

ii. Lack of enough qualified social studies teachers at the primary levels

iv. Lack of Necessary local materials for improvisation

1.6 NATURE AND SCOPE OF THE STUDY

The study is based on the importance, problems and prospects of using improvised Instructional material

in the teaching of social studies in Bauchi local government area’s primary schools. However, due to

time and some constraints, the study is limited to some selected primary schools within Bauchi state

metropolis. Five schools have been selected for this study which is as of follow:

1. Babban Mutum Science Primary school Bauchi, Bauchi State

2. Adamu Jumba Primary School Bauchi, Bauchi State

3. Kobi primary School Bauchi, Bauchi State

4. Sale Manna Primary School Bauchi, Bauchi State

5. Baba Sidi Primary School Bauchi, Bauchi State

These primary schools were randomly selected using following indices:

i. Each of the aforementioned primary schools has some prominent social studies teachers to be

consulted and work with as great sources of data collection.

ii. The primary schools been mention remain part of the earliest ones sited within the metropolis which

still stand the test of time.

iii. All the said schools were and still remained owned and control by the Bauchi state government.

1.7 SIGNIFICANCE OF STUDY

History of modem education in Nigerian primary schools is very recent. In an effort to popularized

teaching and learning of social and other disciplines including science and technology in the country,

new policy on education was brought into action. A lot of schools were established for giving qualitative

education, hence the need for improvisation of teaching aids, which will play a major role as it concerns

teaching and learning of social study.

Schools were established in federal and in different part of our state; thus, the increasing number of

insufficiencies in teaching at primary schools due to limited funds. The experience nature of these

materials and equipment and its scarcity became a major priority. However, improvisation is seen as a

key player in teaching and learning of social studies at primary school levels. Therefore, school teachers

should be obliged to make good use of the materials available in order not to waste time in anticipation

of authorities to supply them with the materials i.e. imported types. It leaves an image in the memory of

students. These pictures have enormous educational value and which may help students in relating what
is learn about the previous knowledge and makes the lesson simple thereby, making easier for recalling

whenever that is been required of them.

Improvisation also gives the teacher self confidence in his teaching. To improvise required imagination

of the type of teaching and learning expected to take place. This is among the basic reasons why

teachers are required or expected to be creative in addition to been versed with healthier interactive

technique. It is therefore important to further research out the essentiality of improvising instructional

material and their prospects. This may help out in making justifiable recommendations to the social

studies teachers in Bauchi local government area and beyond to develop this ability.

All information is of tremendous benefit to the teacher. To teach social studies, activities from tools such

as pencils and chalkboard, there is need for other materials which are called “instructional materials”.

Thus, these instructional materials include pictures, Charts and modern are available to the effective

teaching of social studies. Through this material, a teacher enlarges structures that are small in size for

detailed study in the class. Moreover, this Improvisation also gives teachers self confidence in their

teaching practices. Moreover, the concept students should learn may be improvised by teachers using

machine for making them models and cardboard for charts. This is because of the versatility of the

rangier machine so that can be used to make almost everything. Fine artist use the racier machine for

making beautiful sculptures. This machine is a cheap material and can be used to make almost

everything. Students could develop very useful manipulative skill if they are allowed to improve

themselves guided by the teacher in round. Thus, improvised material contribution is generally based on

scarcity; improve social studies teaching with the proper use of instructional materials for more

meaningful and concrete learning.

1.8 LIMITATION OF THE RESEARCH

This research is concerned basically with the use of improvised instructional materials to the teaching of

social studies. The research work is limited to some selected primary schools in Bauchi due to the time

factors and expenses of the research work as well as the more strangle encountered in the process of

generating data.

1.9 DEFINITION OF TERMS

J.S.C.E: - The living school certificate examination teaching process of passing information ideas and

concept to a learner.

Learning: - is the art of receiving information by the learner which given by a knowledge able person.

Social studies: - Is the study of man and his interaction with his physical and social environment.

UNESCO: - United National scientific and cultural organization.

STAN: - Science Teachers Association of Nigeria.

Factors: - Some things that are likely to course a change or result.

Rapier Machine: - a Plastic such as material used by fine artist to make models of different things

(UNESCO) as “a means of improving the quality of teaching and extending it to a large number of

pupils the benefit of education.” The book went ahead to say, “teachers who are keen improve the

education of their students prepare their instruction material and devices, but the kind of raw materials

available limits quality and effectiveness of these teachers made materials” thus children (students) can

also be encouraged to particular in the improvisation.

Improvisation: Improvisation usually involves some preparation beforehand, particularly when there is

more than one performer of a certain educational or class activity.

Teaching aids: these are required materials and equipment used in teaching of subjects or courses of

study.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

This chapter deal with literatures related to the divergent meaning subject matter which is

‘improvisation of instructional materials in Nigeria and the world’ concerning teaching of social

studies. The aims of the chapter are to provide some information to the theoretical orientation and

methodology of “Improvisation in social science which is refers to as the act of using alternative

material and resources to facilitate instruction especially whenever there is a lack or shortage of

some specific first hard instruction material” (Eniaiveiu 1984').

2.1 WHAT LITERATURES SAYS ABOUT CONTENT OF SOCIAL STUDIES Instructional

materials are the essential tools needed to aid teaching and learning effectively and

efficiently. Fadeiye (2005) saw instructional materials as visual and audio visual aids, concrete or

non-concrete which the teacher uses to promote teaching and learning activities in Social Studies.

Kochhar (2012) defined instructional materials as very significant learning and teaching tools. He

stressed further that teachers should find necessary materials for instruction to supplement what the

textbook provides in order to broaden concepts and arouse students’ interest in the subject.

Oluwagbohunmi and Abdu-Raheem (2014) referred to instructional materials as materials used by

teachers to aid explanations and make learning of subject matter understandable to the students

during teaching learning process.

In their different studies, Iyamu (2000) and Kolawole (2004) attested that provision of high quality

learning materials and facilities such as conducive classroom, furniture, teaching aids, such as

periodicals, slides, film strips, computer, office accommodation, log books chairs, tables, libraries

and good working space are very essential for quality education. Aguba (2005) asserted that the

availability or non-availability of essential educational resources have direct impact on teacher’s

ability to perform and not perform and also an indirect impact on teacher’s motivation and

satisfaction.

According to Olumorin, Yusuf, Ajidagba and Jekayinfa (2010) instructional materials help teachers

to teach with ease and learners to learn without stress. They noted that instructional materials appeal

to the senses of seeing, touching, smelling, feeling and hearing. Ajayi and Ayodele (2001) opined

that the availability of adequate instructional materials in schools enhanced the effectiveness of

instructional delivery and supervision.

Akomolafe (2001) emphasized that a lot of improvement have been accomplished in education due

to the use of instructional materials. Omirin (2004) and Eniayewu (2005) also agreed that it is very

important to use instructional materials during teaching and learning to make students acquire more

knowledge and to promote academic standard.

In addition, Oluwagbohunmi (2008) asserted that students enjoy leaning through the use of

instructional materials and the best way to assist them to learn is to introduce them to real life

situation. For effective teaching and learning to take place, Abdu-Raheem (2011) suggested that

improvisation of local and simple instructional materials by Social Studies teachers has become

necessary for the uplift of academic standard. She stressed further that “the improvisation of some of

the teaching aids from local materials will go a long way to enhance students’ performance.
Jekayinfa (2012) alerted that teachers can substitute from available materials such as clay for

moulding, copy games for more production, construct globes out of local materials including

calabashes combined with paper Mache which can also be used to cast topographical maps. She also

highlighted the importance of improvisation of instructional materials as making learning concrete

and real, substitutes one thing for another, allows the students to participate in the production of

materials, economical and more teacher- student resource oriented. Kamarise (2014) noted that

improvisation is a means of providing a very close substitute of an item of

instructional materials when for reasons of availability, size, cost, handling risk etc. the real object

cannot be made available in the classroom for instructional purpose.

Akinleye (2010) noted that effective teaching and learning requires a teacher to teach the students

with instructional materials and use practical activities to make learning more vivid, logical, realistic

and pragmatic.

Kochhar (2012) explained that text-book needs to be supplemented with other aids like the

workbooks, test items, charts and films for students to be able to acquire the expected learning in

terms of knowledge, understandings, skills of learning, behavioural skills and attitudes. Oso (2011)

also agreed that the best way for teachers to make use of their manipulative skills is to improvise so

as to achieve their lesson objectives at least to a reasonable extent.

Considering the opinions of the scholars, improvisation of locally made and unsophisticated

instructional materials by teachers including pre-service teachers will go a long way to standardize

teaching/learning, promote students’ performance and improve quality of education generally.

Despite the advantages of improvisation of instructional materials for the teaching and learning of

Social Studies, it is a challenge to teachers at all levels of education in Nigeria, since most teachers

are teaching with irrelevant materials or without any material.

According to Maduabuna (1994') improvisation is the use of locally available resources to minimize

the cost of material in instruction whenever there is lack or shortage of first-hand instruction

material. These definitions indicate that all materials that improvised must serve the purpose for

which it is intended: thus, it is not just a substitute of what is not available.

Aeban well et al (1982) has identified the definition of instructional material by the united nation

educational science and cultural organization philosophically as identifying “how students can cross

the longest river or the highest mountain, how that can affect theirs’ and other people’s lives or how

people can make use of the river or the mountain to their own benefits”. The empires which social

studies teachers put on how man can influence or be influenced is one of the aspects of study more

relevant to the learners needs.

If the teaching of social studies is properly handled and its enquiry-oriented and good methodologies

are adopted, one can expect that the students will be able to have the message in a better way and

will have a good understanding that will be of help to them in their feature life. For example, with

that, the student may have simple way for understanding the society and functioning positively

thereby obeying the laws and order as well as their social norms (Bicchieri, 2011).

Social studies can as well help to solve a lot of social problems with good teaching plan and if

properly implemented. For instance, such social problems as lateness, absenteeism, lack of patronage

and dishonesty can be discovered through proper value education. The teaching of social studies can

make students aware and conscious of their immediate social and physical environment and thus

help them to appreciate the need their civil responsibilities in order to be patriotic Ashis etal (2017).

They may also help to educate others to participate in political activities of the nation positively. If

social studies are handled properly, it can help students to appreciate their own cultural and that of

others and also have respect for the dignity of labour. This may be achieved through social studies
instructions especially when emphasis in not only placed on the cognitive domain but also on the

psycho-motor and affective domains. The teaching of social studies also helps the students to

understand the value of cooperation, unity and inter dependence with their community and the world

at large. This is because social studies recognized teaching that bring about cooperation and unity

such as project work, group discussion and debate Robert W. Cole (2008).

The teaching of social studies can enable students to interact happily with the members of their

family, the school and the society in general. It can develop in the students the consciousness feel

worthy to play useful roles not only in the family and the school system, but also within the larger

society. Students learn to develop an effective skill. These students develop knowledge and skill as

they learn about their environment that is the home the school, the immediate community, the

society and the world at large. They develop muscular skill when they learn social studies in other

Disciplines, to draw, model, label, carve and point objects around them.

Social studies can as well help students to realize that no single person is self-sufficient and that for

survival one has to depend on exchange of service within and without the nation. This indirectly

emphasis is peaceful coexistence among the people of the world. If social studies are properly

taught, it can help individuals to become useful members of their society and appreciate their culture

in order to be acceptable to their society in the day-to-day activities of their community as well as

expose their civic responsibilities to the nation at large. If the proper methods and the right topics are

used in teaching social studies, it is very significant not to students but the world at large.

2.2 IMPORTANCE OF SOCIAL STUDIES

If social studies are well planned, and implemented, them the sky will be the limit for its importance.

The subject is new trend in the Nigerian educational system if compared with the traditional sub

sects such as history, economics, geography and the others. Social study is now taught in Nigerian
schools because of the connection that it will equip student with they might solving attitude in

whatever situated they might find themselves in. This is unlike the teaching of sub sects such as

geography and history where students accumulated factual knowledge and nothing is likely to follow

later.

2.3 MOTIVATION FACTORS AFFECTING STUDENTS AT EARLY STAGE.

Children as it implies, need motivation from their parents, community or their teachers in school on

what concern them as it is that, in aspects of human living there is a sense of humour. This can be a

form of encouragement which corresponds to T. Mayers (1968) statement that said “people influence

people most teachers do not encourage the use of teaching or instructional materials in their lesson.

This in ability by the teachers to use instructional materials in their lessons make them to be more of

imperative and absent that concrete from the chines step verb. “what we hear, we forget what we

remember, what we take part in doing we understand” (Ukaira, 1979).

When students are allowed to see how instructional materials are improvised or take part in doing it

becomes permanent in their memory and they will remember and understand the lesson and have the

potential of recalling whenever it is required of them. Sener (1974) suggested” right at the beginning

of a course, there should a pointed view picture of the benefit derived from something” thus teachers

should make their students to see improvisation as important and as part of their understanding of the

lesson taught rather than abstract teaching.

2.4 UNAVAILABLE LOCAL MATERIALS FOR IMPROVISATION.

To improvise materials that could be used for a particular lesson, one needs to have the local

materials. Also their lined knowledge of effective visual materials for design and construction

techniques and This book was made originally for Europe, UNESCO sent local materials they

improvised new things and materials to construct, made or draw objective that for the example in
explaining the concept of home (village) a teacher may build a day pot for the student to see or used

paper machine to remove or make any model.

These local materials needed are found around us some are sold and some are gathered from the

environment that is ones that are sold and include cardboard paper, machine etc. and the ones found

that bought which include sticks for making local house and cars also day for making animals like

cows, goats, etc.. These materials need to be properly used in order to achieve the purpose for which

it was made. For materials available but to some extent expensive to the teacher.

The schools as well do not have enough funds to back-up the improvisation of materials in their

schools which is the major fault of the government. There is also success of books that guide the

improvisation of materials. Thus, when they are met, they really last because they are not properly

improvised.
 CHAPTER THREE

METHODOLOGY OF RESEARCH

3.0 INTRODUCTION

Methodology is the strategy, technique, or system used by researchers as an ingredient necessary for

the effective collection and presentation of data. It is prepared mainly to give an understanding

guideline on how the whole study is going to be carry out effectively. The methodology adopted in

conducting this research work is through the use of enumerated questions for the target population

and in line with the statement of problems and objectives of the study.

3.1 POPULATION OF THE STUDY

The area scope of this study are five selected Junior secondary schools. The schools are day schools

owned by the Bauchi state government. They have been selected random, questionnaires were

distributed there for the data and interviews were also conducted for the same purpose.

3.2 SAMPLING METHOD

Sampling simply refers to a portion of population selected in the research area. By population we

simply mean the total number of people, animals' events or objects living or cited in designed area.

The population may be small or large and it can be teachers, student, market great text books,

laboratory equipment etc.. a portion of population selected for the study is referred as a sample

population while the method of selecting samples from the population is

1. Random Sampling: - This is a method selecting a sample from a population that members of the

population have equal chance of being selected.

2. Systematic Sampling: - It is also interval or counting of sampling this is a method of selecting a

sample at fixed intervals from a population arranged in alphabetical order or systematic fashion.

3. Stratified Sampling: - Here the population is divided into subgroups or state depending on the

number, e.g., sex low high, medium, state, local government, voluntary, offices or other ministries or

department to scheme certain allocation of budget.

4 Area Cluster Sampling: - This is when the population is too big or vast and spread over a wide

geographical area sampling. The population is first divided into sampling units or clusters such as

state, development area within local government like ward etc. by so doing the sub sect within a

cluster is one physically closed together and tends to have similar characteristics.

3.3 SAMPLING SIZE OF THE POPULATION FOR THIS STUDY

The Respondents of the study are Nigerians found and selected randomly in within the selected

schools in Bauchi local government area of Bauchi state which includes. These are:

I. Government Junior Secondary School Babban-mutum Bauchi (G.J.S.S.B.M.B)

II. Government Junior Secondary School Bakari Dikku Bauchi (G.J.S.S.B.D.B)

III. Government Junior Secondary School Kobi Bauchi (G.J.S.S.K.B)

IV. Government Junior Secondary School Sale Manga Bauchi (G.J.S.S.S.M.B)

V. Government Junior Secondary School Baba Sidi Bauchi (G.J.S.S.B.S.B)

However, in the course of this work, random sampling technique was used in testing the research

questionnaires.

3.4 METHOD OF DATA COLLECTION

The method used in collecting the data was through the use of questionnaire and interview. This also

means, necessary consultations were made, discussions were held (Interview) with some students,

teachers and their critical inputs including suggestions were incorporated in understanding the

meaning of instrument of study (method).

A fifteen items were provided on the questionnaires as constructed. Twenty (20) copies of

questionnaires were been administrated to twenty teachers of social studies consulted in the five (5)

schools randomly selected as mentioned above. For (4) out of the questionnaires were given and

returned back from the authorities of the various schools involved. Luckily enough the twenty (20)

questionnaires were administered.

The questionnaire was designed for the collection of data which concerns the teaching of social

studies. It consists of three sections A, B and C. Therefore, Section A deals with personal

information of the respondents which were held with outmost confidentiality i.e.; age sex,

educational qualification and teaching experience.

Section B deals with information concerning the school in which the respondent work as a teacher,

his attitude towards producing and the used of improved materials. The last section C deals with the

identification of the choices of each of the respondents i.e.; agreed, disagreed, undecided, strongly

agreed, and strongly disagreed.

In interview, the researcher engaged in face-to-face discussion with students and some of their

teachers. Moreover, eleven symbols are used below:

S.A- Implies Strongly agreed

A: - Implies to agreed

U: - Implies to undecided

D: - Implies to disagreed
S.D: - Implies to Strongly disagreed

Result was analysed by simple percentages

METHOD OF DATA ANALYSIS

In analysing the data collection all responses obtained were treated accordingly.

M
The formula used in calculating the percentage is given as: %n below: X 100 to a particular
N

segment of the sampled population. The data were presented in tables and the scores presented in

percentages.

This has given the researcher easy means of interpretation of the data as well as the result of

findings, which are been presented in such a way that each response appears M percentages as is

presented in the chapter that follows.

 CHAPATER FOUR

4.0 DISCUSSION OF FINDING

Based on the data, eight (8) female teachers fall between 20-30 years of age and 25-40 years with

Nigerian certificate in education (NCE) as their educational qualification and with three to ten years

and above teaching experience attempting the question, while twelve (12) teachers fall between 20-

30 and 25-40 years of age with Nigerian certificate in education and degree as their educational

qualification with 03-10 years and above teaching also attempted the questionnaire.

In B part of the questionnaire from the primary schools, twelve teachers of social studies with ages

of 20-30 are over 25 of 40 with some of them having degree and the Nigerian certificate in education

(NCE) as their educational qualifications. These respondents have been identified to have used

instructional materials in their class work some of which they do improvised. Six (6) teachers both

male and females contradicted were found not to had used improvised instructional materials in their

lessons, because they said it is time wasting and has little or no impact on students in primary

schools.

Two (2) teachers, a male and female did not say anything about the use of instructional materials,

matter improvising teaching materials. and in the C Part based on the rest meaning of improvisation

eight male teachers of social studies with almost 25-40 years of age with some qualification and
teaching experience agreed with the statement that improvisation is the act of local resources to

minimize the cost of equipment and materials in instruction whenever there is lack of shortage of

some specific materials.

Six (6) female teachers of between 20-30 years their education qualification also agreed with the

above statement. The female teachers also with Nigeria certificate in education and age of between

20-30 years did not say anything about the meaning of improvisation.

THE ANALYSIS OF THE “B” PART OF THE QUESTIONNAIRE:

S/N SA A U D SD

1 Teaching materials are not necessary to some development 2 4 0 5 9

stage

2 Improvisation needs money which the teacher 7 6 1 1 5

cannot afford

3 It is the work the government to provide school 11 6 0 2 1

clear

4 Improvised teaching material make the lesson v 9 5 0 5 1

5 Improvised teaching makes the lesson and dull 2 3 0 4 11

6 Improvised teaching materials make the teachers maintain 3 2 0 9 6

affection of the students

.

7 Improvised teaching material helps in retention of knowledge 13 3 2 1 1

 impacted

8 Improvised materials make learning more meaningful 5 5 1 5 4

9 Improvisation is time consuming 10 5 0 2 3

10 Improvised materials are not long live 10 4 0 3 3

11 Improvised helps the teacher to develop positive attitude 10 4 0 3 3

toward using instructional material

12 Improvisation helps the teachers to improve his teaching 10 4 0 3 3

technique

13 Improvisation is not necessary to some teachers because they 10 4 0 3 3

can teach affectively without the use of teaching materials

Interpretation of questionnaire (based on part c of questionnaire) It is to be noted that all the twenty

teachers responded, to all items in this part of the questionnaire, my investigation revealed that,

TEACHERS INTEREST:

SA A U SD Option
7 6 1 1 No of Responses
35% 30% 5% 25% Percentage

From the above table, it can be seen that 35% of t respondents strongly agreed with the above

statement about improvisation, 30% agreed too, but 25% strongly disagreed and 5% disagreed with
the statement on item to, one respondent remained undecided. Thus the teachers assumed that some

of the materials are expensive for the teacher and some not.

3. It is the responsibility of the government to provide the school with all facilities

Based on table 3, the majority of the respondents strongly agreed that the government is responsible

for the provision of every facility that is used in every government school.

SA A U D SD Option
11 6 0 2 1 No. of Response
55% 30% 10% 5% Percentage

From the collection data it is the responsibility of the government to provide everything to schools

but disagreed and 5% Strongly disagreed with the issue of the government is doing anything This

correspond to the saying that “Necessity is the mother of invention” thus one can say it is the

government's responsibility but in condition of shortage or lack, one should improvise for his

students clear understanding.

4. Improvised Teaching Material Make the Lesson Very Clear

It could be seen that it was discovered that improvised instructional materials make lessons very

clear. This is because question for requires respondents to indicate whenever the performance of

students is better when instructional materials are used. The result from the table four supported the

fact instructional materials enable students to perform better.

SA A U D SD Option
9 5 0 5 1 No. of Response
45% 25% 0% 25% 5% Percentage
It was discovered improvised instruct materials make the lesson very clear because 45% strongly

agreed. 25% agreed, 25% disagreed and 5% strongly disagreed. This shows that improvised

instructional materials makes the lesson to be clearer.

5 Improvised Materials Make the Lesson Dry and Dull

It could be seen that however shows that improvised materials do not make the

lesson to be dry and dull based on the findings from the respondents

SA A U D SD Option
2 3 0 4 11 No. of Response
10% 15% 0% 20% 55% Percentage
Considering the simple majority years decision that is 5% strongly disagreed 20% disagreed with the

statement of the item., and only 15% agreed and 10% strongly agreed with it, while neon of the

respondents teaching materials can in one way make the lesson dry and dull

6. Improvisation Materials Helps Teachers to Maintain the Attention of The Students

Moreover, portray that using improvised materials in

teaching social studies takes away the attention of the students

said the majority of the respondents

SA A U D SD Option
3 2 0 9 6 No. of Response
15% 10% 0% 45% 30% Percentage
45% disagreed, 30% strongly disagreed to the statement that says improvisation helps the teacher to

maintain order and attention of the students, 15% strongly agreed while no respondent is undecided.

Thus, the researcher asserts that improvised materials are very important in a class but when they are

brought into the class it takes way the attention of most of the students thereby not allowing them to

listen to what the teacher has to teach. I his Is a disadvantage and it corresponds to the view of

simple majority of them.

7, Improvised Teaching Materials Helps the Retention of the Knowledge Imparted

SA A U D SD Option
13 3 2 1 1 No. of Response
 65% 30% 10% 5% 5% Percentage
From all indication 65% of the respondents strongly agreed, 15% agreed that improvised

instructional materials helps in the retention of knowledge imparted; two of them gave the simple

majority reasons that improvised materials helps the retention of knowledge gained.

8. Improvised Materials Make Teaching More Meaningful

It could be seen that, the analysis on the table is that some

respondents agreed that improvised materials make teaching more meaningful. I the number of

respondents that agreed with statement is equal to those disagreed with me statement. That is to say

that for some of them, it is meaningful and to some improvised materials are irrelevant to their

lesson.

SA A U D SD Option
5 5 1 5 4 No. of Response
25% 25% 5% 25% 20% Percentage
This item was fairly answered, 25% both strongly agreed and agreed. 5% were undecided and 25%

disagreed, with the statement that improvised teaching materials makes learning more meaningful,

that is to say for some it is meaningful and to some. Improvised materials are irrelevant to their

lessons.

Improvisation is Time Consuming

It could be seen that this table shows clearly that improvisation is time consuming

SA A U D SD Option
10 5 0 2 3 No. of Response
50% 25% 0% 10% 15% Percentage
50% strongly agreed with the fact that improvisation is time consuming 25% also agreed. no one

was undecided, while 15% strongly disagreed and 10% disagreed with the statement. Considering

the statement and teaching them with, one can say that improvisation is time consuming, but there is
some simple thing need little time to improvised; like a cardboard Worn a cardboard paper, one

needs only to cut and fold it, then gum it. Thus for it not to consume much time the teachers should

give out the nature of what is to be improvised to me students to do it at their pleasure time or at

home since will reduce the work of the teacher in a way.

10. Improvised Materials are Not Long Lived

It could be seen that, the interpretation of the table below is that improvised materials are no long

live, simply because they are locally made.

SA A U D SD Option
10 4 0 3 3 No. of Response
50% 20% 0% 30% 30% Percentage
Even from more observation and proper looking at improvised materials, one knows that they cannot

last long: this is because they are not company made and is only made by locally available materials

that are why 50% strongly agreed. 20% agreed with the statement 15% disagreed with the statement

of long life of improvised materials. No one was decided on this issue.

11. Improvisation helps the Teachers to develop positive attitude towards the use of Instructional

Material in teaching.

It has been interpreted that improvisation makes the teacher to develop positive attitudes towards

using instructional materials most of the respondents agreed with the statement.

SA A U D SD Option
10 4 0 3 3 No. of Response
50% 20% 0% 15% 15% Percentage
40% strongly agreed and agreed with the item that improvisation helps the teachers to develop

positive attitudes towards using instructional materials in their teaching.

15% disagreed and 5% strongly disagreed with the statement of the items that is to say it helps the

teacher to develop positive attitudes and encourages them to use the instructional materials
12. Improvisation Helps the Teachers to Improve in His Teaching Techniques

It could be seen that most of the respondents support the statement that say improvisation helps the

teacher to improve in his teaching techniques.

SA A U D SD Option
11 6 0 2 1 No. of Response
55% 30% 10% 5% Percentage
Since 50% strongly agreed. 35% agreed with the idea that improvisation helps the teacher to

improve in his teaching techniques, 15% disagreed and no was undecided and strongly disagreed.

Then the researcher can now say from the findings that item 12 on questionnaire that when a teacher

improvised instructional materials by so doing, he is improving on his teaching techniques and

increasing his knowledge

13. Improvisation Is Not Necessary for Some Teaching because They Can Teach Effectively

Without the Use of Instructional Materials

It could be seen that it is equally the last table showing strongly disagreed with the statement.

This is to show that no effective will he presented by the teacher without the use of improvised

instructional materials.

SA A U D SD Option
4 2 1 5 8 No. of Response
20% 10% 5% 25% 40% Percentage
40% strongly disagreed and 25% disagreed, 5% was undecided, 20% strongly agreed and 10% agreed

with the statement that some teachers can teach with improved or teaching aids. From the facts

gathered, one can categorically say that most lessons required improvised teaching materials or aids.

HYPOTHESIS TESTING

Instructional materials are not necessary to some development stage studies. We reject this

hypothesis because majority of the respondents disagreed with the statement.

9. We also agreed with the saying that “improvisation is time consuming” because the Majority of

the respondents agreed with the statement.

10. Improvised materials are not long live. We accept this hypothesis because the majority of the

respondents agreed with the statement.

11. improvisation helps the teacher to develop positive attitudes towards using the instructional

materials. We accept this hypothesis because the majority of the respondents agreed with the

statement.

12. Improvisation helps the teacher to improve in his teaching techniques. We accept this hypothesis

because the majority of the respondents agreed with the statement

13. Improvisation is not necessary to some teachers because they teach effectively without the use of

instructional materials. We reject the hypothesis because the majority of the respondents did not

agree with this statement.

 CHAPTER FIVE

SUMMERY, CONCLUTION AND RECOMMENDATION

5.1 SUMMERY

The study investigated the role of instructional materials in teaching and learning of social studies.

Three research question guided the study. While the results of this study are limited to the population

from which conclusions were made, several important conclusions have been made as well.

5.2 CONCLUSION

Based on the findings and discussions as stated in the previous chapters. The following conclusion

were drawn:

1. The findings have identified that, there exist some problems concerning the provision of

instructional materials which can only be solve through the act of improvisation. These problems

include among others; lack of provision of a more recognised literature to be use in teaching of

social studies. The lacking is identified to be a result of the non-chalet attitude of the government or

authority concern within the school environment.

2. however, there is lack of sustainability of the culture of improvisation as the few teachers with

that habit have turned other way round. This is as result of the inability of the school management to

provide a better condition for their storage (improvised materials). As found out, the authorities of

the sampled schools have inadequate or no storage facilities for the few improvised instructional

materials. They are just dumped anywhere and as a result of this, the materials become damage or

missing within short possible time. Added to this is the problem of poor funding or lack of it by the

government and teachers themselves are not financially buoyant for them to handle the task of

improvisation in a better way. This evident enough as the funding level of primary schools and

junior secondary schools by government and donor organisations now a days seems to be very low

in terms of teaching resources.

However, it has been identified that, when there was a significant funding of this project, those

concern with it especially within the schools refused to properly use the funds for that.

5.3 RECOMMENDATIONS

From the foregone explanations, the researcher wishes to offer some of the following

recommendation:

1. In order to achieve better result in schools by teachers, there is need for government to budget

enough money for education which should be use in providing teaching aids but not only building of

class rooms and supply of desks. Similarly, capacity building workshops should be made readily

available for practicing teachers on improvisation of teaching aids through seminars, workshops and

conferences.

2. To discourage lack of seriousness on the part of teachers, their numerous entitlements should be

made more attractive not only available, and paid as at when due.
This project contributed on the need for improvisation of instructional materials or teaching aids in

some schools within Bauchi metropolis. The need for carry out this study on this topic was as a

result of the little insight that some teachers seem to have on the value attached to improvisation or

act of overlooking the usefulness of improvisation in teaching activities. This project work will

surely serve as basis for carry out further research on similar topic.

APPENDIX “A”
Letter written to the targeted population of the research asking for their agreement or
understandings to give their contribution or help in the study.
SOCIAL STUDIES DEPARTMENT,
CLIMAX COLLEGE OF EDUCATION BAUCHI,
BAUCHI STATE,
15/02/2021.
Dear respondent,

REQUEST FOR YOUR RESPONSE TO THE QUESTIONNAIRE.

I am a final year student of the aforementioned school carrying out a study on the topic “the role of
instructional materials in teaching and learning process in social studies.” I am hereby asking
for your responses to the set of questions that will follow which will enables me gate the needed data
for my use. I assure you that all information you give will be keep with outmost confidentiality and
will also be properly put to use. Thank you.
GUIDANCE ON HOW TO FILL IN THE QUESTIONNAIRE:
The questionnaire consists of two (2) section “A” which is dealing with demographic information of
the respondents or data of the respondents and section “B” is dealing with the research questions
which need answers. Boxes are provided in section where a respondent will tick appropriately (√).
Each of the questions in the latter section contained options for the alternative choices of the
respondent such as: strongly Agreed (SA) Agreed (A) undecided (U) Disagreed (D) and Strongly
Disagreed (DS).
SECTION “A”
SEX: Male [ ] Female [ ]
Age: 25-29 ( ) 30-34 ( ) 35- 40 ( ) others specify ( )
Qualification: Grade two/ N.C. E/ B.S.C/ B. A / B.sc Ed/ B.A Ed/ PGDE/PDE/ Others
specify_____________________
Year of teaching Experience: 1-9 Years ( ) 10-20 ( ) others specify ( )
SECTION B
1. Instructional Materials are not necessary in teaching: Strongly Agreed (SA) Agreed (A) undecided
(U) Disagreed (D) and Strongly Disagreed (DS).

2. improvisation needs money which the teacher cannot afford: Strongly Agreed (SA) Agreed (A)
undecided (U) Disagreed (D) and Strongly Disagreed (DS).

3. It is responsibility of government and school to provide all things: Strongly Agreed (SA) Agreed
(A) undecided (U) Disagreed (D) and Strongly Disagreed (DS).

4. Improvised instructional materials make lesson very clear: strongly Agreed (SA) Agreed (A)
undecided (U) Disagreed (D) and Strongly Disagreed (DS).

5. Lack of Improvised instructional materials make the lesson uninteresting and dull: Strongly
Agreed (SA) Agreed (A) undecided (U) Disagreed (D) and Strongly Disagreed (DS).

6. Improvised teaching materials help in obtaining absolute class control: Strongly Agreed (SA)
Agreed (A) undecided (U) Disagreed (D) and Strongly Disagreed (DS).

7. Improvised teaching materials help in the retention of knowledge impacted: Strongly Agreed (SA)
Agreed (A) undecided (U) Disagreed (D) and Strongly Disagreed (DS).

8. Improvised materials make learning more meaningful: Strongly Agreed (SA) Agreed (A)
undecided (U) Disagreed (D) and Strongly Disagreed (DS).

9. Improvisation is time consuming: Strongly Agreed (SA) Agreed (A) undecided (U) Disagreed (D)
and Strongly Disagreed (DS).
10.Improvisation materials are not long live: Strongly Agreed (SA) Agreed (A) undecided (U)
Disagreed (D) and Strongly Disagreed (DS).

11. Improvisation helps the teacher develop positive attitudes towards his class work: Strongly
Agreed (SA) Agreed (A) undecided (U) Disagreed (D) and Strongly Disagreed (DS).

12. Improvisation is not necessary to some teachers because they can effectively carry out their
teaching assignment without it: Strongly Agreed (SA) Agreed (A) undecided (U) Disagreed (D) and
Strongly Disagreed (DS).
13. Before now government supplied teaching aids/ instructional materials to schools: Strongly
Agreed (SA) Agreed (A) undecided (U) Disagreed (D) and Strongly Disagreed (DS).
14. now a day’s governments have been supplying teaching aids/ instructional materials to schools:
Strongly Agreed (SA) Agreed (A) undecided (U) Disagreed (D) and Strongly Disagreed (DS).
 APPENDEX “B”
THE TABLE SHOWING DATA GENERATED FROM THE QUESTIONNAIRE:

S/N SA A U D SD

1 Teaching materials are not necessary to some 2 4 0 5 9

development stage

2 Improvisation needs money which the teacher 7 6 1 1 5

cannot afford
3 It is the work the government to provide school 11 6 0 2 1

clear
4 Improvised teaching material make the lesson v 9 5 0 5 1
5 Improvised teaching makes the lesson and dull 2 3 0 4 11
6 Improvised teaching materials make the teachers maintain 3 2 0 9 6

affection of the students

.
7 Improvised teaching material helps in retention of 13 3 2 1 1
 knowledge impacted
8 Improvised materials make learning more meaningful 5 5 1 5 4
9 Improvisation is time consuming 10 5 0 2 3
10 Improvised materials are not long live 10 4 0 3 3
11 Improvised helps the teacher to develop positive attitude 10 4 0 3 3

toward using instructional material

12 Improvisation helps the teachers to improve his teaching 10 4 0 3 3

technique
13 Improvisation is not necessary to some teachers because 10 4 0 3 3

they can teach affectively without the use of teaching

materials
TEACHERS INTEREST OF TEACHERS ON THE SUBJECT SCOPE OF THIS STUDY:

SA A U SD Option
7 6 1 1 No of Responses
35% 30% 5% 25% Percentage

THE TABLE SHOWING AGREEMENTS ON GOVERNMENT AS RESPONSIBLE FOR

THE SUPPLY OF TEACHING AIDS/MATERIALS IN SCHOOLS:

SA A U D SD Option
11 6 0 2 1 No. of Response
55% 30% 10% 5% Percentage

THE INDICATING RESPONSES WHICH INDICATED THAT IMPROVISED

MATERIALS ARE HEPL TRIMENDEOUSLY IN MAKING STUDENTS UNDERSTAND

THEIR LESSON BETTER.

SA A U D SD Option
9 5 0 5 1 No. of Response
45% 25% 0% 25% 5% Percentage
TABLE INDICATING THAT IMPROVISATION DO NOT MAKE LESSON

UNINTERESRED IN THE CLASS.

SA A U D SD Option
2 3 0 4 11 No. of Response
10% 15% 0% 20% 55% Percentage
TABLE PRESENTING DATA ON HOW THE HELP OF IMPROVISATION MATERIALS

IN CLASS CONTROL

SA A U D SD Option
3 2 0 9 6 No. of Response
15% 10% 0% 45% 30% Percentage
45% disagreed, 30% strongly disagreed to the statement that says improvisation helps the teacher to

maintain order and attention of the students, 15% strongly agreed while no respondent is undecided.

Thus, the researcher asserts that improvised materials are very important in a class but when they are

brought into the class it takes way the attention of most of the students thereby not allowing them to

listen to what the teacher has to teach. I his Is a disadvantage and it corresponds to the view of

simple majority of them.

TABLE INDICATING AGREMENT OF RESPONDENTS ON THE ROLE OF

IMPROVISED TEACHING MATERIALS IN HELPING STUDENTS UNDERSTAND AND

RECALL WHAT THEY WERE TAUGHT

SA A U D SD Option
13 3 2 1 1 No. of Response
65% 30% 10% 5% 5% Percentage

SA A U D SD Option
5 5 1 5 4 No. of Response
25% 25% 5% 25% 20% Percentage

SA A U D SD Option
10 5 0 2 3 No. of Response
50% 25% 0% 10% 15% Percentage
TABLE INDICATING IMPROVISED MATERIALS TO BE NOT A LIVE LONG

MATERIALS AS THEY ARE PRODUCED USING LOCAL CONTENT

SA A U D SD Option
10 4 0 3 3 No. of Response
50% 20% 0% 30% 30% Percentage
TABLE SHING RESPONSES ON HOW IMPROVISATION HELPS THE TEACHERS TO

DEVELOP POSITIVE ATTITUDE TOWARDS HIS TEACHING TASK

SA A U D SD Option
10 4 0 3 3 No. of Response
50% 20% 0% 15% 15% Percentage
TABLE SHOWING RESPONSES ON HOW IMPROVISATION HELP TEACHERS ADOPT

GOOD TEACHING TECHNIQUES

It could be seen that most of the respondents support the statement that say improvisation helps the

teacher to improve in his teaching techniques.

SA A U D SD Option
11 6 0 2 1 No. of Response
55% 30% 10% 5% Percentage

TABLE SHOWING RESPONSES ON IMPROVISATION AS NOT NECESSARY IN

TEACHING

SA A U D SD Option
4 2 1 5 8 No. of Response
20% 10% 5% 25% 40% Percentage