AVAILABILITY AND UTILISATION OF INSTRUCTIONAL MATERIALS AS A

COMPLEMENT IN TEACHING HISTORY AMONG SECONDARY SCHOOLS

STUDENTS IN ILORIN METROPOLIS, KWARA STATE

CHAPTER ONE

INTRODUCTION

Background to the Study

Education plays a pivotal role in Nigerian society, serving as a catalyst for socio-

economic development and individual empowerment (Ajayi & Ojo, 2019). It encompasses the

formal transmission of knowledge, skills, and values, equipping individuals with the

competencies needed to navigate diverse challenges and opportunities in the modern world

(Okeke & Onyeka, 2017). Education in Nigeria is not only a fundamental human right but also a

crucial driver of national progress, as recognized in various policy frameworks such as the

National Policy on Education (NPE) (Ogunlade & Adekunle, 2019). Through education,

individuals gain access to opportunities for personal growth, social mobility, and active

citizenship, thereby contributing to the overall development of the nation (Olaniyi & Afolayan,

2018).

At the secondary level, education in Nigeria is primarily provided through secondary

schools, which cater to students between the ages of 10 and 17 years (Okonkwo & Ibrahim,

2016). Secondary schools play a pivotal role in shaping students' academic, social, and moral

development, serving as a bridge between primary education and higher levels of learning

(Oladipo & Adekunle, 2020). The curriculum in Nigerian secondary schools encompasses a wide

range of subjects, including History, which is a core component of the humanities stream
(Ogunmola & Adeyemi, 2018). Secondary education is essential for equipping students with the

knowledge and skills needed for further studies or entry into the workforce, thus laying the

foundation for lifelong learning and success (Adeleke & Adeyanju, 2021).

The teaching and learning of History in Nigerian secondary schools are guided by the

objectives outlined in the National Curriculum for History (Federal Ministry of Education,

2013). History education aims to cultivate critical thinking, analytical skills, and historical

consciousness among students, enabling them to understand the complexities of the past and its

relevance to contemporary issues (Ogunbajo & Olaniyi, 2022). Teachers employ various

pedagogical approaches, including lectures, discussions, and multimedia presentations, to engage

students in historical inquiry and interpretation (Ojo & Olufemi, 2017). However, the

effectiveness of history education is contingent upon the availability and utilization of

instructional materials that facilitate interactive and experiential learning experiences (Akanbi &

Oladipo, 2020).

The relevance of History teaching and learning in Nigerian secondary schools extends beyond

academic attainment to encompass broader educational goals such as citizenship education,

cultural heritage preservation, and national identity formation (Ogunlade & Adekunle, 2019).

History education fosters critical citizenship by promoting civic awareness, tolerance, and

respect for diversity (Okoye & Nwagbo, 2015). Moreover, it contributes to the preservation and

promotion of Nigeria's rich cultural heritage, instilling pride and appreciation for the nation's

historical legacy (Oladimeji & Idris, 2018). Efforts to enhance history education in secondary

schools align with the broader educational reforms aimed at achieving sustainable development

goals and fostering a knowledgeable and empowered citizenry (Ojo & Olufemi, 2017).
 Despite the importance of secondary education and the teaching of History, Nigerian

secondary schools face persistent challenges related to poor academic performance among

students (Ajayi & Ojo, 2019). Academic performance is often measured through standardized

tests and examinations, which serve as indicators of students' mastery of subject content and

skills (Okeke & Onyeka, 2017). However, many secondary school students in Nigeria struggle to

meet academic expectations, with low pass rates and high dropout rates being common

phenomena (Ogunmola & Adeyemi, 2018). Poor academic performance not only undermines

students' educational aspirations but also poses significant challenges to national development

and progress (Olaniyi & Afolayan, 2018).

The causes of poor academic performance in Nigerian secondary schools are multifaceted

and complex, encompassing various individual, institutional, and systemic factors (Ogunbajo &

Adeyemi, 2021). Individual factors may include lack of motivation, poor study habits, and socio-

economic disadvantages (Okonkwo & Ibrahim, 2016). Institutional factors such as inadequate

infrastructure, overcrowded classrooms, and limited access to instructional materials can also

impede students' learning experiences (Adeleke & Adeyanju, 2021). Furthermore, systemic

issues such as curriculum gaps, teacher quality, and assessment practices may contribute to

disparities in educational outcomes (Oladipo & Adekunle, 2020). Of particular concern is the

low integration of instructional materials in teaching, which deprives students of opportunities

for interactive and experiential learning that can enhance understanding and retention of subject

matter (Ogunlade & Adekunle, 2019). Addressing these challenges requires comprehensive

interventions that address the root causes of poor academic performance and promote effective

teaching and learning practices in Nigerian secondary schools.

 Instructional materials play a crucial role in facilitating effective teaching and learning

experiences in Nigerian secondary schools (Oladimeji & Idris, 2018). These materials

encompass a wide range of resources, including textbooks, audiovisual aids, charts, models, and

digital tools, designed to support the delivery of educational content and enhance students'

understanding and retention of subject matter (Okeke & Onyeka, 2017). In the context of

secondary education, instructional materials serve as supplementary resources that complement

traditional teaching methods, providing students with diverse learning opportunities and

engaging experiences (Ajayi & Ojo, 2019). The availability and utilization of instructional

materials are essential for promoting active learning, fostering critical thinking skills, and

addressing the diverse learning needs of students in Nigerian secondary schools (Ogunmola &

Adeyemi, 2018). Furthermore, instructional materials contribute to the creation of inclusive

learning environments that cater to the individual strengths and interests of students, thereby

promoting equitable access to quality education (Okoye & Nwagbo, 2015).

Instructional materials play a significant role in enhancing the teaching and learning of

History in Nigerian secondary schools (Ogunbajo & Olaniyi, 2022). History education relies

heavily on visual aids, primary sources, and multimedia resources to bring historical events and

concepts to life (Ojo & Olufemi, 2017). Through the use of instructional materials such as maps,

photographs, documentaries, and artifacts, history teachers can create immersive learning

experiences that engage students' senses and stimulate their curiosity (Akanbi & Oladipo, 2020).

Moreover, instructional materials provide opportunities for active learning, enabling students to

explore historical themes, analyze evidence, and construct their own interpretations of the past

(Olaniyi & Afolayan, 2018). By incorporating diverse instructional materials into history lessons,
teachers can cater to the diverse learning styles and preferences of students, promoting deeper

engagement and understanding of historical content (Oladipo & Adekunle, 2020).

Despite the importance of instructional materials for learning History, their availability in

Nigerian secondary schools remains a challenge (Ogunlade & Adekunle, 2019). Many schools

lack adequate resources due to budgetary constraints, limited infrastructure, and inefficient

procurement processes (Ogunmola & Adeyemi, 2018). As a result, teachers often resort to

traditional teaching methods that rely solely on textbooks and chalkboard instruction, limiting

students' exposure to diverse learning experiences (Ajayi & Ojo, 2019). Furthermore, the quality

and relevance of available instructional materials vary widely, with some schools facing

shortages of up-to-date materials and technology-based resources (Okonkwo & Ibrahim, 2016).

These disparities in access to instructional materials contribute to inequities in educational

outcomes, particularly in subjects like History where visual aids and primary sources are integral

to learning (Okeke & Onyeka, 2017).

The utilization of instructional materials for learning History in Nigerian secondary

schools is influenced by various factors, including teacher training, institutional support, and

curriculum requirements (Oladimeji & Idris, 2018). Teachers' knowledge and skills in integrating

instructional materials into their lessons play a crucial role in determining their effectiveness in

enhancing student learning (Ogunbajo & Olaniyi, 2022). Professional development programs

that focus on instructional strategies and multimedia literacy can empower teachers to effectively

utilize a wide range of resources in their history classrooms (Ojo & Olufemi, 2017).
Additionally, institutional support in the form of adequate funding, infrastructure, and

administrative policies is essential for ensuring the availability and maintenance of instructional

materials (Akanbi & Oladipo, 2020). Furthermore, alignment between instructional materials and

curriculum standards is necessary to ensure that resources address the learning objectives and

content requirements of history education in Nigerian secondary schools (Olaniyi & Afolayan,

2018).

The availability and utilization of instructional materials in Nigerian secondary schools

are influenced by various factors, including gender, school type, and location (Ogunmola &

Adeyemi, 2018). Gender disparities may affect access to resources, with male students often

receiving preferential treatment in resource allocation (Ajayi & Ojo, 2019). Moreover,

differences in school type, such as public versus private schools, may impact the availability of

instructional materials due to variations in funding and management practices (Okoye &

Nwagbo, 2015). Similarly, schools located in urban areas may have better access to instructional

materials compared to those in rural or remote areas, where infrastructure and resource

distribution are limited (Ogunlade & Adekunle, 2019).

In Nigeria, gender, school type, and location can significantly influence the utilization of

instructional materials as a tool for complementing the teaching of History (Okeke & Onyeka,

2017). Research has shown that male students may be more assertive in accessing resources and

participating in classroom activities compared to their female counterparts (Olaniyi & Afolayan,

2018). Additionally, private schools often have greater autonomy and resources to invest in

instructional materials, leading to more innovative teaching practices and higher student

engagement (Ogunmola & Adeyemi, 2018). Conversely, schools in rural areas may face

challenges in procuring and maintaining instructional materials, resulting in limited exposure to

multimedia resources and interactive learning experiences (Oladipo & Adekunle, 2020).

Understanding these contextual factors is essential for addressing disparities in the utilization of

instructional materials and promoting equitable access to quality education in Nigerian

secondary schools.

The poor availability and utilization of instructional materials in Nigeria's secondary

schools have significant implications for teaching and learning outcomes. Without adequate

instructional materials, students may struggle to grasp abstract concepts and develop critical

thinking skills (Ogunleye & Afolayan, 2017). This lack of concrete learning resources can hinder

students' engagement and motivation, leading to disinterest in academic subjects such as History

(Adeleke & Adeyemi, 2018). Furthermore, the absence of instructional materials limits teachers'

ability to implement diverse teaching strategies and cater to students' individual learning needs

(Oyelade & Okorie, 2020). As a result, there is a risk of rote memorization and superficial

understanding rather than meaningful learning experiences that foster deep comprehension and

retention of historical knowledge (Ogunbajo & Oladipo, 2019). Ultimately, the poor availability

and utilization of instructional materials perpetuate a cycle of underachievement and educational

inequality, exacerbating disparities in academic performance among students in Nigerian

secondary schools.

Despite the profound implications of inadequate instructional materials, there is a scarcity

of research attention directed towards resolving these issues in Nigeria's educational landscape.

Many studies have focused on broader educational challenges such as infrastructure deficiencies,

teacher quality, and curriculum development, overlooking the critical role of instructional

materials in effective teaching and learning (Oladipo & Ogunmola, 2016). Moreover, existing
research tends to be fragmented and lacking in empirical evidence, with limited studies

specifically investigating the availability and utilization of instructional materials in the context

of History education in Nigerian secondary schools (Okeke & Onyeka, 2018). This research gap

reflects a disconnect between policy discourse and practical implementation, highlighting the

need for targeted interventions and evidence-based strategies to address the challenges faced by

educators and students in accessing quality instructional materials (Ogunlade & Adekunle,

2021).

The gaps left behind by prior scholars underscore the importance of conducting

comprehensive research to fill existing knowledge gaps and inform evidence-based interventions

in Nigeria's secondary education sector. Previous studies have primarily focused on describing

the problem of instructional materials scarcity without delving into the underlying factors

contributing to this phenomenon or proposing viable solutions (Okoye & Nwagbo, 2017).

Additionally, there is a paucity of research examining the differential impact of instructional

materials availability and utilization based on gender, school type, and geographical location in

Nigeria (Akanbi & Oladipo, 2022). Thus, the present study seeks to cover these gaps by

conducting a thorough investigation into the availability, utilization, and implications of

instructional materials for teaching History in secondary schools in Ilorin Metropolis, Kwara

State.

Statement of the Problem

The social problem that precipitated the initiation of this study revolves around the

inadequate availability and utilization of instructional materials in the teaching of History among

secondary school students in Ilorin Metropolis, Kwara State. Despite the pivotal role of

instructional materials in facilitating effective teaching and learning experiences, many schools
in the region are confronted with a dearth of these resources, hindering students' comprehension

and engagement with historical concepts and events (Olufemi & Oyelami, 2018). Consequently,

students' academic performance and interest in History may be compromised, leading to

suboptimal educational outcomes and contributing to the perpetuation of historical knowledge

gaps within the community (Ogunleye & Afolabi, 2019).

Additionally, the insufficient availability and utilization of instructional materials

exacerbate educational inequalities and disparities among secondary school students in Ilorin

Metropolis. Students from disadvantaged backgrounds or attending schools with limited

resources are disproportionately affected by the scarcity of instructional materials, further

widening the gap in academic achievement and hindering their socio-economic advancement

(Ojo & Adekunle, 2020). Moreover, the lack of access to quality instructional materials

undermines efforts towards curriculum implementation and educational reform, impeding the

attainment of national educational goals and objectives (Oladipo & Alabi, 2017).

The necessity of this study lies in the critical need to address the persistent challenges

surrounding the availability and utilization of instructional materials in History education within

the context of secondary schools in Ilorin Metropolis, Kwara State. Despite numerous policy

interventions and educational initiatives aimed at improving learning outcomes, the issue of

inadequate instructional materials remains largely overlooked and understudied (Adewale &

Olaniyan, 2021). Consequently, there is a pressing need for empirical research to assess the

extent of the problem, identify contributing factors, and propose evidence-based solutions to

enhance the quality of History teaching and learning experiences in secondary schools.

Prior studies and scholars have made valuable contributions to understanding the

challenges associated with instructional materials availability and utilization in Nigeria's

educational landscape. However, significant gaps persist in the literature, particularly concerning

the specific context of History education in Ilorin Metropolis, Kwara State. Existing research

often focuses on broader issues of educational infrastructure and resource allocation, overlooking

the unique challenges faced by History teachers and students (Oyelade & Okorie, 2020).

Furthermore, limited attention has been given to exploring the differential impact of instructional

materials availability based on geographical location and school characteristics, such as public

versus private schools or urban versus rural settings (Ogunlade & Adekunle, 2021).

In a study conducted by Adeleke and Adeyemi (2018), it was found that secondary

school students' academic performance in History was significantly influenced by the availability

and utilization of instructional materials, with students in schools with adequate resources

outperforming their counterparts in schools with limited materials. However, the study did not

delve into the underlying factors contributing to the disparities in instructional materials

availability across schools, leaving a gap in understanding the root causes of the problem and

potential solutions. Similarly, a study by Ogunbajo and Oladipo (2019) highlighted the

importance of instructional materials in enhancing students' interest and engagement in History

education. Nonetheless, the research primarily focused on the perceptions and attitudes of

students towards instructional materials, neglecting to examine the broader systemic issues that

contribute to their inadequate availability and utilization in secondary schools.

Conversely, Okeke and Onyeka (2018) conducted a study that explored the challenges

faced by History teachers in integrating instructional materials into their teaching practices. The

findings revealed significant barriers, including limited access to resources, inadequate training,

and curriculum constraints. However, the study did not comprehensively assess the impact of
these challenges on students' learning outcomes or propose effective strategies for addressing

them, leaving a gap in actionable recommendations for educational stakeholders.

Additionally, a study by Olufemi and Oyelami (2018) examined the role of instructional

materials in promoting active learning and critical thinking skills among secondary school

students. While the findings underscored the importance of hands-on learning experiences

facilitated by instructional materials, the research did not investigate the disparities in materials

availability and utilization across different school settings, overlooking the nuances of the

problem within the context of Ilorin Metropolis, Kwara State.

Furthermore, the geographical and variable gaps left behind by prior scholars underscore

the need for a localized and context-specific approach to addressing the challenges of

instructional materials availability and utilization in History education among secondary school

students in Ilorin Metropolis, Kwara State. While some studies have provided valuable insights

into the broader educational landscape in Nigeria, there is a dearth of research focusing

specifically on the nuances of instructional materials provision and utilization within the unique

socio-cultural and economic context of Ilorin Metropolis (Ojo & Adekunle, 2020). Moreover, the

variable nature of instructional materials availability across different school types (public versus

private) and locations (urban versus rural) necessitates a comprehensive examination of the

factors influencing access and utilization to develop targeted interventions that cater to the

diverse needs of students and educators in the region (Oladipo & Alabi, 2017).

In light of the gaps identified in prior research and the pressing need to address the

challenges of instructional materials availability and utilization in History education among

secondary school students in Ilorin Metropolis, Kwara State, the intent of this study is twofold.

Firstly, the study seeks to provide a detailed assessment of the current state of instructional
materials availability and utilization in History classrooms within the region, (Adewale &

Olaniyan, 2021). Secondly, the study seeks to identify the key determinants and barriers

influencing the availability and utilization of instructional materials, including but not limited to

financial constraints, infrastructure deficiencies, curriculum gaps, and teacher capacity

(Ogunlade & Adekunle, 2021).

Purpose of the Study

The main purpose of this study is to investigate the availability and utilization of

Instructional materials as a complement for teaching History among Secondary schools students

in Ilorin-metropolis, Kwara state. Specifically, this study seeks to:

1. Examine the available instructional materials for teaching History among Secondary schools

students in Ilorin-metropolis, Kwara state

2. Investigate the extent of utilization of Instructional materials as a complement for teaching

History among Secondary schools students in Ilorin-metropolis, Kwara state

3. Examine the difference in the utilization of Instructional materials as a complement for

teaching History among Secondary schools students in Ilorin-metropolis, Kwara state based

on school type

4. Explore the difference in the utilization of Instructional materials as a complement for

teaching History among Secondary schools students in Ilorin-metropolis, Kwara state based

on gender.
5. Investigating the difference in the utilization of instructional materials as a complement for

teaching History among Secondary schools students in Ilorin- metropolis, Kwara state based

on school location.

Research Questions

The following research questions would be answered in this study:

1. What are the available instructional materials for teaching History among Secondary

schools students in Ilorin-metropolis, Kwara state?

2. What is the extent of utilization of Instructional materials as a complement for teaching

History among Secondary schools students in Ilorin-metropolis, Kwara state?

3. Is there any significant difference in the utilization of Instructional materials as a

complement for teaching History among Secondary schools students in Ilorin-metropolis,

Kwara state based on gender?

4. Is there any significant difference in the utilization of Instructional materials as a

complement for teaching History among Secondary schools students in Ilorin-metropolis,

Kwara state based on school type?

5. Is there any significant difference in the utilization of instructional material materials as a

complement for teaching history among secondary school students in in Ilorin-

metropolis, Kwara state based on school location?

Research Hypotheses

The following research hypotheses would be tested in this study:

H01: There is no significant difference in the utilization of Instructional materials as a

complement for teaching History among Secondary schools students in Ilorin-metropolis, Kwara

state based on gender.

H02: There is no significant difference in the utilization of Instructional materials as a

complement for teaching History among Secondary schools students in Ilorin-metropolis, Kwara

state based on school type.

H03: There is no significant difference in the utilization of Instructional materials as a

complement for teaching History among Secondary schools students in Ilorin-metropolis, Kwara

state based on school location.

Scope of the Study

This study titled "Availability and Utilization of Instructional Materials as a Complement

in Teaching History among Secondary Schools Students in Ilorin Metropolis, Kwara State" is a

descriptive research of the survey type. The study will focus on secondary schools within the

Ilorin Metropolis, Kwara State, Nigeria. The respondents for the study will be secondary school

students in selected schools within the metropolis. Sampling will be conducted across various

secondary schools representing different school types (public and private) and locations (urban

and rural areas) within the Ilorin Metropolis.

The sample size will be determined based on the total number of secondary schools in the

Ilorin Metropolis and the population of secondary school students within those schools. Simple

random sampling technique will be used to select schools and students to participate in the study.

As such simple random sampling technique would be used to select 100 students across 5 Public
and 5 Private secondary schools in the study area. The selected students will be drawn from

different classes to ensure representation across various age groups and educational stages within

the secondary school system.

Operational Definition of Terms and Variables

Availability of instructional materials: This refers to the presence and accessibility of teaching

aids, resources, and materials that support teaching and learning activities in educational settings.

Utilization of instructional materials: This refers to the extent to which teaching aids,

resources, and materials are effectively incorporated into teaching practices to enhance learning

outcomes.

Complement: This refers to supplementary resources or materials used alongside traditional

teaching methods to enrich the teaching and learning process.

Teaching History: This refers to the act of imparting knowledge, concepts, and events related to

past human experiences, including social, cultural, economic, and political aspects.

Secondary schools students: These refer to learners enrolled in educational institutions

typically catering to students between the ages of 11 to 18 years, following primary education

and preceding tertiary education.

Gender: This refers to the social and cultural roles, behaviors, and attributes that society

associates with individuals based on their perceived biological sex, including masculinity and

femininity.
School type: This refers to the categorization of educational institutions based on their

organizational structure, curriculum offerings, funding sources, and governance models, such as

public, private, religious, or vocational schools.

School location: This refers to the geographical setting or physical environment where an

educational institution is situated, including urban, rural, suburban, or remote areas.

Significance of the Study

This study on the availability and utilization of instructional materials in teaching history

among secondary schools students in Ilorin Metropolis, Kwara State, would be relevant to the

government as it provides insights into the state of educational resources in schools. By

understanding the challenges and gaps in the provision and utilization of instructional materials,

policymakers can make informed decisions regarding resource allocation, curriculum

development, and educational policy reforms aimed at improving the quality of history education

in secondary schools. Addressing these issues can contribute to enhancing the overall quality of

education and fostering national development goals in Nigeria.

For school administrators, this study offers valuable information that can guide decision-

making processes related to resource management, curriculum implementation, and instructional

practices. By understanding the availability and utilization of instructional materials within their

schools, administrators can identify areas for improvement and develop strategies to enhance the

teaching and learning environment. This may involve investing in infrastructure, providing

professional development opportunities for teachers, and establishing partnerships with

stakeholders to ensure the effective integration of instructional materials into history education

programs.

Curriculum planners can benefit from the findings of this study by gaining insights into

the strengths and weaknesses of existing history curricula and instructional materials. By

identifying areas where curriculum content aligns with or diverges from student needs and

learning outcomes, planners can make informed decisions regarding curriculum revision, content

enrichment, and the development of supplementary materials. This can contribute to the creation

of more engaging, relevant, and effective history curricula that meet the diverse needs of students

and support their academic development.

Parents play a crucial role in supporting their children's education, and this study can

empower them to advocate for improvements in the availability and utilization of instructional

materials in history education. By understanding the challenges faced by schools in providing

adequate resources, parents can engage with school authorities, policymakers, and community

stakeholders to advocate for increased investment in educational infrastructure, facilities, and

materials. Additionally, parents can support their children's learning at home by supplementing

school resources with additional materials and educational opportunities.

This study can inform teachers about the importance of effectively integrating

instructional materials into their history teaching practices. By highlighting the benefits of using

diverse resources to enhance student engagement, comprehension, and critical thinking skills,

teachers can explore innovative teaching methods and strategies that optimize the use of

available materials. Additionally, teachers can identify areas where they may need additional

support or training to effectively utilize instructional materials and improve their instructional

practices in history education.

 For students, this study underscores the importance of access to quality instructional

materials in facilitating their learning experiences and academic achievement in history

education. By advocating for improved access to resources and engaging actively in the learning

process, students can take ownership of their education and maximize their learning outcomes.

Additionally, students can benefit from a more enriching and interactive learning environment

that fosters their curiosity, creativity, and critical thinking skills through the effective use of

instructional materials.

This study serves as a foundation for future research endeavors focused on exploring the

dynamics of instructional materials in history education and its impact on student learning

outcomes. Future researchers can build upon the findings of this study to conduct more in-depth

investigations into specific aspects of instructional material availability, utilization strategies, and

their effects on teaching and learning in history education. By expanding the body of knowledge

in this area, future researchers can contribute to the ongoing improvement and innovation of

history education practices in secondary schools.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter is concerned with the review of some related literatures, the review has been

done under the following sub headings: -

1. Concept of History

2. Concept of Instructional Materials

3. Utilization of Instructional Materials

 4. The roles of instructional materials for Teaching in Secondary schools

5. Effect of Instructional Materials in the teaching and learning in Secondary schools

6. Strategies for enhancing the Availability and Utilization of Instructional Materials in

Teaching and Learning in Secondary schools

7. Influence of Gender and School Type on the Use of Instructional materials for Teaching

and Learning in Secondary schools

8. Appraisal of the Literature Reviewed

Concept of History

History is the study of life in society in the past, in all its aspect, in relation to present

developments and future hopes. It is the story of man in time, an inquiry into the past based on

evidence. Indeed, evidence is the raw material of history teaching and learning. It is an Inquiry

into what happened in the past, when it happened, and how it happened. It is an inquiry into the

inevitable changes in human affairs in the past and the ways these changes affect, influence or

determine the patterns of life in the society.

History is, or should be an attempt to re-think the past. Collingwood (2015) is particularly

interested in this concept of history. History aims at helping students to understand the present

existing social, political, religious and economic conditions of the people. Without the

knowledge of history one cannot have the background knowledge of our religion, customs

institutions, administration and so on. The teaching of history helps the students to explain the

present, to analyze it and to trace its course. The Causes and-effect relationship between the past

and the present is lively presented in the history. History thus helps us to understand the present

day problems both at the national and international level accurately and objectively.
 History is the analysis and interpretation of the human past enabling us to study

continuity and changes that are taking place over time. It is an act of both investigation and

imagination that seeks to explain how people have changed over time. Historians use all forms of

evidence to examine, interpret, revisit, and reinterpret the past. These include not just written

documents, but also oral communication and objects such as buildings, artifacts, photographs,

and paintings. Historians are trained in the methods of discovering and evaluating these sources

and the challenging task of making historical sense out of them. History is a means to understand

the past and present. The different interpretations of the past allow us to see the present

differently and therefore imagine—and work towards—different futures. It is often said to be the

“queen” or “mother” of the social sciences. It is the basis of all subjects of study which fall under

the category of Humanities and Social Sciences. It is also the basis of the study of philosophy,

politics, economics and even art and religion. No wonder, it is considered an indispensible

subject in the complete education of man.

Some scholars have given various definitions based on their views of the concepts. It

should be recalled that the end result of these definitions is the similarity that they share together.

However, arguments have summed up in the context of categorizing the concept to the fields of

science and humanities as there exist deviant opinions as regards these. Put otherwise, some

scholars believe that history is a scientific subject, others postulated that the subject exhibits the

features and components of the humanities while some few others contextualize the concept to

the two sub-fields of education. An etymological presentation of the word 'history' knit the term

as 'historia'-a Greek word which means information or an enquiry to elicit the truth. Carr(1954)

cited in Edgar (2013) sees history as the continuous interaction between the historian and his

facts and an unending dialogue between the present and the past. In the same vein Coolingwood
(1973) cited in Machuan (2008) asserts that history is the interpretation of traces or relics of the

past in the light of the imaginary idea of the historian which is self-depending, self-determining

and self-justifying form of thought. This means that historians have access to the traces of the

past in terms of relics, monuments and documents, but each historian interprets such materials

according to his understanding and imagination (Osokoya, 2007). What can therefore be deduced

from the above definitions of History as viewed from different perspectives is that history though

deals with human past, requires analysis and interpretation of the past based on evidences

(historical sources) at the disposal of a historian.

Furthermore, Pallekau and Harrichandan (2009) avouch that Modern history has gone

beyond the traditional status of an antiquarian and leisure time pursuit to a very useful and

indispensible part of a man’s education. It is more scientific and more comprehensive. It has

expanded in all directions both vertically and horizontally. It has become broad-based and

attractive. By extension, history does not contain only the history of kings and queens, battles

and generals, but the history of the common man-his house and clothing, his fields and their

cultivation, his continued efforts to protect his home and hearth, and to obtain a just government,

his aspirations, achievements, disappointments, defeats and failures. It is not only the individual

but the communities and the societies are the subject of study of history. Study of history

deepens our understanding of the potentialities and limitations of the present. It has thus become

a future-oriented study related to contemporary problems. For all these reasons, history has

assumed the role of a human science.

Jawarharlal Nehru's definition cited in Smith (2014) is rather succinct,; he views history

as he story of Man’s struggle through the ages against Nature and the elements; against wild

beasts and the jungle and some of his own kind who have tried to keep him down and to exploit
him for their own benefit.” The conceptual clarification of history will not be actualized in this

study if the contributions of Johnsons and Rapson (2008) are overlooked. They conceptualized

history beyond the context of definition to that of nature,therebyperspectivising the arguments of

presenting history as a subject of science and humanities. To them; the nature of history includes

the following:

1. A study of the present in the light of the past: The present has evolved out of the past.

Modern history enables us to understand how society has come to its present form so that one

may intelligently interpret the sequence of events. The causal relationships between the selected

happenings are unearthed that help in revealing the nature of happenings and framing of general

laws.

2. History is the study of man: deals with man’s struggle through the ages. History is not static.

By selecting “innumerable biographies” and presenting their lives in the appropriate social

context and the ideas in the human context, we understand the sweep of events. It traces the

fascinating story of how man has developed through the ages, how man has studied to use and

control his environment and how the present institutions have grown out of History is concerned

with man in time: It deals with a series of events and each event occurs at a given point in time.

3)Human history, in fact, is the process of human development in time. It is time which affords

a perspective to events and lends a charm that brightens up the past.

4. History is concerned with man in space: interaction of man on environment and vice versa

is a dynamic one. History describes about nations and human activities in the context of their

physical and geographical environment. Out of this arise the varied trends in the political, social,

economic and cultural spheres of man’s activities and achievements.

 5. Objective record of happenings: Every precaution is taken to base the data on original

sources and make them free from subjective interpretation. It helps in clear understanding of the

past and enables us to take well informed decisions.

6. Multisided: All aspects of the life of a social group are closely interrelated and historical

happenings cover all these aspects of life, not limited only to the political aspect that had so long

dominated history.

7. History is a dialogue between the events of the past and progressively emerging future

ends. The historian’s interpretation of the past, his selection of the significant and the relevant

events, evolves with the progressive emergence of new goals. The general laws regulating

historical happenings may not be considered enough; attempts have to be made to predict future

happenings on the basis of the laws.

8. Not only narration but also analysis: The selected happenings are not merely narrated; the

causal relationships between them are properly unearthed. The tracing of these relationships lead

to the development of general laws that are also compared and contrasted with similar

happenings in other social groups to improve the reliability and validity of these laws.

9. Continuity and coherence are the necessary requisites of history: History carries the

burden of human progress as it is passed down from generation to generation, from society to

society, justifying the essence of continuity.

10. Relevant: In the study of history only those events are included which are relevant to the

understanding of the present life.

11. Comprehensiveness: According to modern concept, history is not confined to one period or

country or nation. It also deals with all aspects of human life-political, social, economic,

religious, literary, aesthetic and physical, giving a clear sense of world unity and world

citizenship.

The views of Johnson and Rapson (2008) are not limited to the presentation of nature, but

it's extended to the context of sorting the disputing perplexity of categorization. History to the

two scholars’ can be a science based subject as well as that of humanity. They argue that History

is a unique subject possessing the potentialities of both a science and an art. It does the enquiry

after truth, thus history is a science and is on scientific basis. It is also based on the narrative

account of the past; thus it is an art or a piece of literature. Physical and natural sciences are

impersonal, impartial and capable of experimentation. Whereas absolute impartiality is not

possible in history because the historian is a narrator and he looks at the past from a certain point

of view.

History cannot remain at the level of knowing only. The construction and reconstruction

of the past are inevitable parts of history. Like the work of art, its wholeness, harmony and truth

are inseparable from a concrete and vivid appreciation of its parts. History, in fact, is a social

science and an art. In that lie its flexibility, its variety and excitement. The present study has

given the perspective of scholars on the definitions of history, roles of ICT tools in the teaching

of history as well as the provision of extant schemata to the problem of categorization quandary

by existing historians. The concept of history is not limited to the aforementioned specifications.

As such, the scope, aims and objectives of the concept are discussed below.

Scope of history
 The scope of History is vast; it is the story of man in relation to totality of his behavior.

The scope of history means the breadth, comprehensiveness, variety and extent of learning

experiences, provided by the study. History which was only limited to a local saga, has during

the course of century become universal history of mankind, depicting man’s achievements in

every field of life-political, economic, social, cultural, scientific, technological, religious and

artistic etc., and at various levels-local, regional, national, and international. It starts with the

past; makes present its sheet-anchor and points to the future. Events like wars, revolutions, rise

and fall of empires, fortunes and misfortunes of great empire builders as well as the masses in

general are all the subject matter of history.

History is a comprehensive subject and includes-History of Geography, History of Art,

History of Culture, History of Literature, History of Civilization, History of Religion, History of

Mathematics, History of Physics, History of Chemistry, History of Education, History of

Biology, History of Atom, History of Philosophy-in fact history of any and every social, physical

and natural science we are interested in. History today has become an all-embracing,

comprehensive subject with almost limitless extent.

General aims of teaching history

The aims and objectives of teaching history have undergone changes with the shift in the

philosophical thinking of the time and changes in the social and political practices. Education is

the process of bringing about desirable changes in the behavior of pupils. The idea of the
desirable changes has varied at different times in accordance with the dominant philosophical

creed of the society and prevalent social and political practices.

Determination of aims and objectives is necessary to point to the broad ideals and to

enable us in selecting significant and meaningful content, teaching methods and techniques.

Aims are a true compass to make our journey safe and secure in the pedagogical sea. They are

the crux and the key of the entire process of teaching and learning.The aims of teaching history

will have to be in consonance with the broader aims of education and the objectives, which

teachers should view while teaching the subject, have to be precise and definite. Aims refer to

general and long term goals whereas the Objectives indicate immediate, specific and attainable

goals.

1.To promote self-understanding: History needs to be taught to promote self-understanding.

Everyone has a heritage which is uniquely his, a combination of racial, national, family and

individual traditions which are woven into his very being. Without enquiry into these historical

factors, man will remain a stranger to himself. Similarly in the absence of historical study,

groups and persons will fail to comprehend their own identity. Being a key subject, history

provides useful information necessary for understanding the common allusions in daily reading-

names, places, dates and events etc. Thus the knowledge of history is a part of the self-awareness

and realization of our environment.

2. To give proper conception of time, space and society: History gives a proper understanding

of the concept of time, space and society. It reveals the relationship of the present with the past,

the local with the distant and personal and national life with the lives and the cultures of men and
women in other countries, in time and space. History is a link uniting each of us as an individual

with a whole greater than ourselves.

3. To enable the pupils to assess the values and achievements of their own age: provides the

youths the standards of reference against which they can measure the values and achievements of

their own age. This enables them to have an enlightened awareness of the problems of modern

communities, political, social and economic.

4. To teach tolerance: teaches tolerance- tolerance with different faiths, different loyalties,

different cultures, different ideas and ideals.

5)To develop right attitudes: is based on an appreciation of things which are worth-while in

life. Attitudes depend upon intellectual and emotional factors. Scientific attitude is intellectual,

like, judgment based on facts are unaffected by personal feelings. The teacher has to help his

pupils in building up the right attitudes. But before being able to develop desirable attitudes

among his pupils by his own example, he himself must exhibit self-control, patient, sympathy

and self-respect.

6. To foster national feelings: An important objective of teaching history is the emotional and

national integration of Indian people. Emotional integration is a feeling of oneness among the

people of different cultures, religions, castes and languages. It is the sharing of certain common

objectives, ideals and purposes and giving them high place over smaller and sectional loyalties.

History can play a very important role in realizing this aim.

7. To develop international understanding: The swift growth of means of communication

among various nations has hastened the exchange of ideas and dependence on each other on

various aspects of life. History is one subject that can promote international understanding in the
best possible way. It can destroy prejudices existing among nations; it can also overplay the

fundamental unity and interdependence among nations and underplay the sources of disunity.

8. To give training for handling controversial issues: Teaching history helps pupils to handle

controversial questions in a spirit that searches for truth-insists on free discussion and permits

compromise. It can expose the pupils to a vast knowledge which will enable them to tackle

controversial issues objectively.

9. To impart mental training: History can stimulate thought, judgement and discrimination and

create a scientific attitude in the adolescent as a counterbalance to his emotional instability. It

trains the pupils to be accurate in comprehension and expression.

10. To teach moral principles: History teacher is in an excellent position to inculcate moral

values in pupils’ mind. Life stories of great saints, heroes and reformers, like Shankracharya,

Buddha, Rama, MaharanaPratap, Guru Nanak, Swami Dayananda, Swami Vivekananda and

Mahatma Gandhi, etc. encourage pupils to be truthful, courageous, just and selfless.

11. To help resolve our contemporary social and individual problems: History helps in

resolving our contemporary social and individual problems and developing mature judgments on

immediate social issues, trends and prospects in the field of commerce, industry, international

affairs, regional politics and other aspects of the contemporary society.

12. To promote socialization among pupils: An important aim of history teaching is the

socialization of pupils in order to make them well informed and enlightened citizens, capable of

promoting common welfare. Socialization awakens a sense of developing confidence, courage

and happiness within oneself. It develops individual and social virtues of initiative,
thoughtfulness, righteousness, constructive thinking, critical judgment, justice, tolerance, co-

operation, fellow feeling and sacrifice etc.

Concept of Instructional Materials

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

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

there for the teacher to use while teaching to make the lesson more meaningful. These include:

textbooks, comfortable seats, well-ventilated classrooms. Instructional materials are most needed

for the implementation of any educational programme. They are inevitable because of the impact

they make on teaching and learning programme and its process. There is no doubting the fact

that the essence of all techniques in teaching is to expose the learning to the subject matter.

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

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

recommended by many authors for effective teaching and learning at any stage of the child’s

development and level of education.

Uzoegwu (2018) opined that teachers are to employ instructional materials in their teaching in

order to make sure that teaching is more permanent in the mind of the learners. Furthermore

Instructional materials provide the learner with meaningful, accurate and real experiences in

learning. Instructional aids are what the teacher brings to class to help the teacher impact the

lesson with ease. These include: chart, pictures, real objects. They are what the teacher use to

compliment his/her effort. They are representative of the fact he/she intents to impact on the

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

(2008) opined that teaching would be less meaningful without the use of teaching facilities and
went further to say that students will grope in darkness for a long time before getting a grasp of

what the teacher is saying.

Similarly, Chika (2011) agreed to the fact that teaching facilities apart from leading themselves

to practical learning are equally essential for actual occupation/job performance for self-reliance.

It is indeed very necessary that the teachers especially the Islamic studiesteachers to use

instructional materials so that students can have the opportunity of seeing, touching and

manipulating them because this contribute to effective teaching and learning. Instructional

materials enhance teaching and learning activities and consequently the attainment of the lesson

objectives. Agreeing with this state Aliyu (2015), postulated that Islamic studiesEducation being

a Vocational Education Programme cannot do without adequate use of instructional materials

like typewriting machines, dictation machines, tape recorders etc. The importance of these

instructional materials in teaching and learning Islamic studieseducation subjects at the

secondary school level cannot be overemphasized.

One important dimension in teacher education that is getting a lot of attention is related to

the use of instructional materials. Instructional materials are those materials used by a teacher to

simplify their teaching. They include both visual and audio-visual aids and could either be

concrete or non-concrete. These instructional materials bring life to learning by stimulating

students to learn. The use of instructional materials in the classroom has the potential to help the

teacher explain new concepts clearly, resulting in better student understanding of the concepts

being taught. However, they are not ends in themselves but they are means to an end (Kadzera,

2006). It is held that good teaching resources can never replace the teacher but the teacher uses

them to achieve their teaching and learning objectives. Some of the instructional materials

necessary for effective teaching and learning of Social Studies include the chalkboard, models,
graphs, charts, maps, pictures, diagrams, cartoons, slides, filmstrips, radio, and television

(Kochhar, 1991 cited by Hilda, 2015).

The importance of the use of these materials cannot be underscored. This has been emphasized

by a number of scholars. Lockheed (1991) cited by Hilda (2015) says that instructional materials

are critical ingredients in learning and that the curriculum could not be easily implemented

without them. Kochhar (1991) cited by Hilda (2015) adds that a teacher who has adequate and

relevant teaching facilities is more confident, effective and productive. Similar sentiments are

shared by Steel (1983) cited by Hilda (2015) who asserts that relevant instructional materials

enable the learners to have a clear understanding of Conflict and Conflict Resolution.

Instructional materials are essential since they help the teacher and learners avoid overemphasis

on recitation and rote learning that can easily dominate a lesson. Resource materials allow

learners to have practical experiences which help them to develop skills and concepts and to

work in a variety of ways. The work of Sampath (1990) cited by Hilda (2015) graphically

explain that people learn more through the senses of sight and hearing compared to other senses

The implication here is that for more knowledge to be internalized, more of the learner’s senses

have to be stimulated other than hearing alone.

In learning and teaching, the various senses can be stimulated through the use of

audiovisual materials. In teaching Conflict and Conflict Resolution, the Non-Violence Education

Programme asserts that the flip chart teaching tool is a stand-alone material that can be used in

any classroom without the expense of additional resource. At the same time, Walkin (1982) cited

by Hilda (2015) says that instructional materials have to meet the learning objectives, be

validated and their impact be evaluated. But Jarolimek and Parker (1993) cited by Hilda (2015)

are of the view that instructional materials for Social Studies need to be evaluated carefully
before, during and after they have been used. This is because it is the teacher and not the media

who produce exciting programmes for children. As such, apart from being available and

adequate, instructional materials should also be used appropriately. No material is entirely self-

teaching; they all require a teacher to set the stage for learning to take place because materials of

instruction can be no better than the teachers who use them.

Instructional materials are materials which assist teachers to make their lessons explicit to

learners. They are used to transmit information, ideas and notes to learners (Ijaduala 1997 cited

by Hilda, 2015).Usman and Adewumi (2006) state that instructional materials can be referred to

as the widely variety of equipment and materials used for teaching/learning by teachers to

stimulate self-activity on the part of the pupils. Instructional materials include both visual and

audio-visual equipments. Visual equipments are those materials that you see. These include;

flashcards, posters, charts, textbooks, real objects, models, chalkboard, and so on. While Audio-

visual materials are those materials that stimulate both the visual (sight) and audio (hearing)

senses. Examples are; computers, tape recorder, radios, videos, televisions among others.

Olaitan in Chukwumezie (2011) also agreed to the fact that instructional materials are

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

of knowledge, attitudes and ideas and also emphasize clarity and vitalize the instructions. In the

same light Ibidapo and Fagbemi (2011) agreeing with others say that instructional materials are

means of making teaching and learning easy, more meaning and understandable. Umoren (2016)

also refers to instructional materials as those equipment and materials which a teacher uses to

illustrate, emphasis and explain a lesson, thus making the lesson clearer to the students. She

enumerated these materials to include; objects that are familiar to the students and can be

obtained locally, to the sophisticated industrial products which cannot be obtained locally. The
author further classified them into three broad categories thus: Visual materials, Audio materials

and Audio/visual materials:

Emphasising the need for the use of instructional materials in the teaching and learning process,

Umoren (2016) opined that they are numerous and listed some of them as follows:

i. Instructional materials help not only to explain the lesson points clearly but also make it

practical, also re-enforce verbal messages by providing a multi-media approach which afford the

students direct association with realities of their social and physical environment.

ii. They to appeal to all the senses of the learner.

iii. The create variety which arouses the learner’s interest and help to sustain their attention

in the lesson.

iv. They help to provide the needed and opportunities for experiment. This induces the

learner’s participation in the lesson and which in turn enhance effective learning.

v. Instructional materials create lasting impressions in the minds of the learners and induce

longer retention of factual ideas or concepts that is being discussed.

vi. They open room for discussion and interactions, thereby creating a friendly and

conducive classroom situation. This interaction also helps in the development of skills and the

formation of attitudes, opinions and values about what is observed.

vii. The use of instructional materials make it possible to bring in adapted and valuable

resource persons into the class who may be expected not only to operate but describe the

materials. viii. Instructional materials help to lessen the repetition of words without grasping

their meanings and add variation to the method of teaching.

Oyedele (2002) agreeing with Umoren (2016) said, if a material is to enhance the techniques and

make learning more effective for students it will do at least one and preferably several of the

following: - Make an explanation clearer, enable the learner to discover a relationship. - Permit

the student to proceed at his/her own pace, sharpen or extend the senses. - Re-enforce or supply

knowledge gained or foster longer retention. - Provide the learners an opportunity for practice

and pose a problem. - Inspire to higher level of achievement. Cirfat, Hill and Yaksat (2014)

quoted an experienced integrated science teacher as saying, “Give me enough test tube and

beakers and I will teach most of the topics in integrated science”. This indeed explains the

indispensability of instructional materials in all fields of learning. Odok (2015) categorized

educational media to include the following:

1. Graphic material-graph, chart, globes, diagrams, posters maps and cartons.

2. Display materials – bulletin boards, chalkboards, flannel boards, cloth boards, magic boards

etc.

3. Printed materials – textbooks, magazines, Newspapers, official documents, encyclopedias etc.

4. Projected materials - television, film strips, transparencies, projectors microfilms, models and

specimen.

5. Information and communication technology (ICTs) – Worldwide Web (www) mail (Email)

computers and soft wares CD-ROM.

Wuyep and Agbo (2016) in their contribution state that, if resources (instructional materials

inclusive) are well used, what is consumed in preparation time can be repaid richly in the

classroom and it also brings about drastic change in the role teachers adopt. Resources they say

enhance existing skills, help to create new skills and enable greater understanding. Ayogu (2020)
also stated that development in communication technology has made available new media which

can be used in our educational practices to complement the traditional instructional approaches.

The media include; radios, audio cassettes, television video cassettes, slide and film strips

projection, over-head and opaque projectors and computers. Akinsola (2016) in agreement with

the others states that resources are the sum total of everything used directly or indirectly for the

purpose of educational training to support, facilitate or encourage the acquisition of knowledge,

competence, skill and known-how. Resources the authors says include; human, physical and

materials

Utilization of Instructional Materials

The utilization of instructional materials does not guarantee effective communication and

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

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

According to Uwaifo, (2015) the utilization of instructional materials in teaching Islamic

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

more effective. Ukoha (2017) the ultimate goal of utilizing instructional material, tools and

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

promotes meaningful communication, enhance effective teaching, encourages the interest of

learners and motivates individualized instruction in which learning is assured.

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

cubes, tomatoes and other ingredients are important to good meals. The correct use of

instructional materials often gives correct representation to the abstract ideas, thereby making

their meaning clearer and pleasant. According to Uwaifo (2019) proper utilization of materials

serves a useful purpose in promoting understanding to concepts and principles. The utilization of
relevant equipment, materials tools or instructional facilities in teaching Islamic studies subjects

facilitates learning and enhances student’s achievement (Awobodu, 2020). Also adequate and

proper utilization of instructional materials improve the performance and output of the schools.

This means that, schools that are fully equipped with functional facilities give a better result

when properly used as compared to the schools having inadequate instructional materials.

The roles of instructional materials for Teaching in Secondary schools

Instructional materials are highly important for teaching especially for inexperienced

teachers. The teachers rely on instructional materials in every aspect of teaching (Crist 2014).

They need materials for background information on the subjects they are teaching. Young

teachers find it difficult to express themselves when they enter the classroom. Therefore they

need instructional materials to help them. Teachers often use instructional materials for lesson

planning. These materials are also needed by teachers to assess the knowledge of their students.

Teachers often assess students by assigning tasks, creating projects and administering

examinations. Instructional materials are essential for all these activities (Crist 2014).

These materials can also help teachers create assignment and project ideas for students. Teachers

are required to use several different methods to assess their students in order to provide the most

accurate assessments. Instructional materials often provide innovative and creative ways to

assess students’ performance. It is hard to imagine any teacher who is capable of teaching

effectively without accompaniment of instructional materials. In addition to this, any teacher

who is deprived of instructional materials must likely experience stress and anxiety on daily

basis (Crist 2014).Instructional materials are also designed to develop the learner to achieve

his/her desires objectives in a learning situation. Instructional materials bring Islamic studiesto

bear in the classroom.

 Offorma in Usman and Adewumi (2016) stated that successful implementation of any

curriculum is fully dependent on the quality and quantity of instructional materials available to

teachers and pupils for use in schools. Instructional materials stimulate learner’s interest; help

both the teacher and the learner to overcome physical limitation during presentation of subject

matter. Similarly, materials enrich learning and make it more pleasurable. They are used as

checks to the teachers’ knowledge and means of transmission. Instructional materials also give

the teacher the air of guidance, coordination, supervision and more time for correction, brighten

the classroom and bring variety in the class lesson (Eya 2014). Usman (2013) described

instructional materials as information carrying technologies that can be used for instruction.

Instructional materials have always held out in their different ways, the bright hope of delivery

educational information and experiences widely, quickly, vividly with realism and immediacy

that printed media could hardly achieve. A teacher for instant can explain and describe a pipette

or burette but it is very hard to tell the students exactly what a pipette or burette looks like

without a picture for clarity. The picture of a pipette or burette is an instructional material that

would help the students to understand the lesson.

Betiku (2015) explained that the term instructional material comprise all available and

accessible, theoretical, practical and skill oriented resources, which facilitate the learning

acquisition and evaluation of vocational technical skills. According to him they integrate all the

devices that assist in transmitting the facts, skills, attitudes and knowledge to the learners within

the instructional system and as may be applied in the word of work. Usman and Adewumi (2016)

observed that instructional materials have been found to enhance the quality of the learning

experience for learning in many ways. Among them are; they improve multi-sensory and multi-
image factors responsible for inability of teachers to improvise instructional materials for the

teaching and learning of Islamic studies.

Concept of Teaching

Various definitions have been given to teaching. According to Nilsen and Albertalli (2002),

teaching in its broadest sense is the process whereby a teacher guides a learner or a group of

learners to a higher level of knowledge or skills. From this definition, it can thus be deduced that

there is someone who has the optimal, maximum requirement to impact useful knowledge on

group of learners who do not possess the aspect of knowledge that the teachers seek to pass

across to the students. Whether teachers like it or not, every time they step into a classroom to

teach students, they are putting themselves on the “firing line” and students will either shoot

them down or acclaim them. Students assess their teachers informally, and the amount of

confidence they have in them depends to a large extent on the perceived level of their

competence.

Teaching a subject presupposes that the teacher is proficient in the area and that there is no

excuse whatsoever for the teacher to give students anything but the best. Not only do students

expect that from the teacher but in a way demand it. So the question every teacher should ask

him/herself before stepping into a classroom is “what are the expectations of students and how

should they be met?. Similarly, Schlechty (2004) defines teaching as an art of inducing students

to behave in ways that are assumed to lead to learning, including an attempt to induce students to

so behave. What Schlechty meant by teaching being ‘an art’ is that the teacher must create

situations to facilitate learning and then motivate learners to have interest in what is being

transmitted to them. Melby (2014) also states that teaching is not merely dispensing subject or

lesson-having, but an art which involves the student in the teaching-learning process where the
student is given the chance to participate fully in the process – that the teacher accepts each pupil

and has a favourable attitude towards individual differences. It is a relationship in which the

teacher eschews sarcastic statements, ridicule and fault-finding.

Thring, (2015) says pouring out knowledge is not teaching. Hearing lessons is not teaching.

Teaching is getting at the heart and mind so that the learner values learning and to believe that

learning is possible in his/her own case. Smith (2004) sees teaching as the process of carrying

out activities that experience has shown to be effective in getting students to learn. He goes on to

say that teaching is that which results in learning – learning is the responsibility of the teacher

and that if students do not learn, it is the fault of the teacher. He capped his statements on

teaching by stating that teaching is undertaking certain ethical tasks or activities, the intention of

which is to induce learning. Farrant (1980) simply defined teaching as a process that facilitates

learning. Frimpong (1990) defined teaching as the process whereby a teacher imparts knowledge,

skills, attitudes and values to a learner or group of learners in a way that respects the intellectual

integrity and capacity of the learners with the aim of changing the behaviour of the learner(s).

From this definition, one can say that teaching involves not only how information gets from the

teacher to the learner but also how the learner (i) uses it, (ii) interacts with it, (iii) receives

guidance (iv) receives feedback. Confucius (1993:158) cited in Knott and Mutunga (2017)

understands that a teacher “in his teaching, guides his students but does not pull them along; he

urges them to go forward and does not suppress them; he opens the way but does not take them

to the place. If his students are encouraged to think for themselves, we may call the man a good

teacher.

From the above definitions on teaching, one can surmise that there are two main types of

institutionalized teaching – these are (a) formal teaching in which the teacher directs the teaching
learning process with minimal student participation and (b) informal teaching in which the

teacher serves as a guide, facilitator, counselor or motivator and student participation is very

high. When a person imparts information or skills to another, it is common to describe the action

as teaching. Imparting may mean to share experiences or communicating information, for

instance, lecture. Teaching is regarded as both an art or science. As an art, it lays stress on the

imaginative and artistic abilities of the teacher in creating a worthwhile situation in the classroom

to enable students to learn. As a science, it sheds light on the logical, mechanical, or procedural

steps to be followed to attain an effective achievement of goals.

Different educationists hold different ideas regarding the concept of teaching. Oladosu

(2004) sees teaching as an activity aimed at bringing about meaningful learning through a

method that is morally and pedagogically acceptable. According to him, teaching involves a

teacher, a learner, and content in form of knowledge, facts, information and a skill to be

imparted. Ehindero (2006) sees teaching as a nomadic interactive human process involving

complex decision making on different aspects of classroom interaction. He draws an analogy

between teaching and marketing. According to him ,the teacher, like the sellers, has a product

(packaged knowledge) to “sell” to an active, critically minded “buyer” the students, to sell the

knowledge or message call it concept, generalization, principles or laws embedded in the

different disciplines of the school curriculum. The teacher has to make the product attractive to

learner. These, he believes are pre-requisites for effective teaching.

Aladejana (2006) is of the view that teaching is interpreted in its broadest sense to include

academic guidance and intellectual motivation as well as classroom, laboratory and studio

instruction. NTI (2007) defines teaching as many activities and processes by which human

beings are assisted to learn what are regarded as useful and worthwhile as determined in the
context of literacy or western type of education. Ozano (2013) views teaching is the systematic

presentation of facts, ideas, skills and techniques to students. It involves the sharing of

knowledge in the process of developing the individual.

Yusuf, Afolabi & Oyetayo (2014) asserted that teaching in Nigeria has been patronized

by the people who could not succeed in their chosen vocations and the people who believe that

teaching is a “spare time job” that allows them to simultaneously engage in other profit making

businesses which they considered more lucrative than teaching. In the olden days, teachers were

given due honour and respect in various society in Nigeria. Today, they are being looked down

upon as people who could not find anything better for themselves in their society. They declared

that teaching profession in Nigeria has been regarded as a dumping ground for people who desire

to have a temporary job while they seek other jobs of their dreams.

Teaching in Nigeria has been patronized by the people who could not succeed in their chosen

vocations and the people who believe that teaching is a “spare time job” that allows them to

simultaneously engage in other profit making businesses which they considered more lucrative

than teaching. In the olden days, teachers were given due honour and respect in various society

in Nigeria. Today, they are being looked down upon as people who could not find anything

better for themselves in their society. Teaching is a noble and respectable profession and it is

often described as the mother of all professions. Teaching has to do with the systematic

presentation of facts, ideas, skills and techniques to students.

Teaching is the process of attending to people’s needs, experiences and feelings, and

intervening so that they learn particular things, and go beyond the given. Interventions

commonly take the form of questioning, listening, giving information, explaining some

phenomenon, demonstrating a skill or process, testing understanding and capacity, and

facilitating learning activities (such as note taking, discussion, assignment writing, simulations

and practice).To teach is to engage students in learning; thus teaching consists of getting students

involved in the active construction of knowledge.

A teacher requires not only knowledge of subject matter, but knowledge of how students

learn and how to transform them into active learners. Good teaching, then, requires a

commitment to systematic understanding of learning. The aim of teaching is not only to transmit

information, but also to transform students from passive recipients of other people's knowledge

into active constructors of their own and others' knowledge. The teacher cannot transform

without the student's active participation, of course. Teaching is fundamentally about creating the

pedagogical, social, and ethical conditions under which students agree to take charge of their

own learning, individually and collectively.

Ababio (2013) infers that teaching and learning are intricately linked together like

Siamese twins. That the major goal of teaching is for the teacher to ensure that students/pupils

learn what has been taught. It therefore behaves the teacher to teach in such a way as to promote

learning. Against this backdrop, teachers should note that the purpose of teaching is not the time

for them to air their knowledge but to help children to learn. In addition, Kamakhloe (2005) cited

in Ababio (2013) postulated some Principles of teaching in his study titled: Nature of teaching.

Some of these principles according to Kamakhloe (2005) cited in Ababio (2013) are highlighted

below: The teacher must a time the various stages of a lesson so that each stage receives the

desired attention without exceeding the time limit of the lesson. Detect when his/her

pupils/students are getting bored or restless so that s/he can vary his/her approach or the

stimulus.
 Learning situations that will serve as challenges to his/her pupils/students. select

appropriate learning experiences of his/her pupils/students. employ a variety of teaching methods

and techniques within a lesson, generate divergent thinking and creativity in his/her

pupils/students• be able to achieve the objectives of his/her lessons, use praise to urge his/her

pupils to become eager to participate more in a lesson, study and become aware of the need of

the individual pupils/students in his/her class must be able to assist his pupils/students to able to

assess their own performances, maintain a reasonable balance between pupil-activity and

teacher-activity as dictated by the nature of the lesson. Teaching encompasses the arts, science of

imparting priceless, relevant to the younger ones either formally, informally or non-formally via

the acts of learning in the classroom, at home or anywhere.

Effect of Instructional Materials in the teaching and learning in Secondary schools

Inyang-Abia (2014) and Maduabum (2016) asserted that various devices exist that can be

employed to assist in the teaching learning process especially in the secondary Schools. Such

devices vary from simple locally made to complex and sophisticated instructional media like

radio sets, televisions, film trips, projectors, computers, and so on. Some of them are designed

and cannot be available in the child’s ordinary classroom experience. The teacher’s task as a

communicator, facilitator, model in identification of figures, can be supported by a wise use of a

variety of instructional materials that expand significantly.

Most research findings from the works of Sisteiland Harrison (2001), Inyang-Abia (2000)

emphasized the use of instructional materials as aids for effective learning. Nursel (2011) noted

that availability and application of instructional materials is advancement in teaching. He stated

that instructional materials do not only help to bring about an enhanced respect for the teachers

knowledge of the subject but instructional materials are important because with them learners
have a clear view of what is being taught. It helps in getting attention of the students. With

instructional materials the class is more realities and it gives a view point on the topic.

Instructional materials help the teacher to teach well as to make her lesson clear and

understandable to the students.

Ogunleye (2002) and Crist (2014) reported that instructional materials were inadequate in

secondary Schools in Nigeria. They further stated that the available ones are not usually in good

conditions. However, a professionally qualified Islamic studiesteacher no matter how well

trained would be unable to put his ideas into practice if the school setting lacks the equipment

and materials necessary for him or her to translate his/her competence into reality. Thus, Islamic

studiesis resource intensive, and in a period of economic recession, it may be very difficult to

find some of the electronic gadgets and equipment for the teaching and learning of basic Islamic

studiesin schools. Thus, simple materials are needed for scientific instructions. Kindler as quoted

by Fakunle (2018) declared that people generally remember 10% of what they read, 20% of what

they hear, 30% of what they see, 50% of what they hear and see, 70% of what they say and 90%

of what they say and they do. National Teachers Institute (2016) stated that Chinese concluded

that: I hear I forget, I see I remember, I do I understand. Thus instructional materials cannot be

left outside in the teaching and learning process especially in basic French, which is the bedrock

of scientific and technological development.

Strategies for enhancing the Availability and Utilization of Instructional Materials in

Teaching and Learning in Secondary schools

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

Strategy is a procedure or technique used by the individual or group at different level of

educational system to attain desired outcome or engineer changes or innovation. It is an all

available procedure and technique used by individuals or group at different levels of educational

system to attain desired objectives (Saskatchewan, 2014). Instructional strategies, according to

Brown (2018), involve a formal expectation of a desired teaching content by the teacher. In this

study the term instructional strategy is used to refer to all the techniques and tactics used by a

Islamic studiesteacher to facilitate effective teaching and learning. Such strategies may include;

direct teaching, cooperative learning, lecture, lecture with discussion, panel of experts, brain

storming, video tapes, small group and class discussions, case studies, role-playing, survey and

guest speakers.

Igbinoba (2018) observed that, children learn best when they find interest and enjoyment in their

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

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

may find the subject less interesting and difficult to understand, even if it may be simple. This

may result into loss of interest in the subject, bringing about poor academic performance. Bayise

(2016) noted that teaching strategies which are psychologically and socially sound might raise

the whole quality of students life and morale for studying. A teacher needs to find ways of

raising students’ morale towards learning. This is prompted by the fact that many students are

affected by many distracters (psychological, social or economic) which may divert their learning

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

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

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

teaching objective difficult. This implies that if the teaching strategies of Islamic studiessubjects

in secondary schools are poor, then the goals of teaching the subjects may not be attained.
Empirical Review of Related Studies on the Assessment of Instructional materials for

Teaching in Secondary schools

Several studies have been carried out that are related to this study, however, most of this study

differed significantly from the present study. Adelodun and Asiru (2015) carried out a study on

instructional resources and teachers’ methodology as determinants of English Language

performance of secondary school high-achieving students in Ibadan, Oyo State.

The main purpose of the study is to examine the role played by the teachers’ instructional

resources and methodology in promoting the performance of secondary schools’ students,

especially that of high-achievers, in English Language. Descriptive survey research design was

used to carry out the study. The sampling technique used was simple random sampling technique

for the selection of fifty (50) SSI – SSIII students from five schools and a total of 50 teachers in

Ibadan North Local Government Area of Oyo State. The age range for the participants was from

13 to 18 years while the demographic data of the teachers were analyzed based on their

respective gender, years of experience, educational qualifications as well as their preferred

method of teaching. Data were collected using a self-designed instrument with a reliability

coefficient of 0.86. Two research questions were raised and the research lasted for four weeks.

Data collected were analyzed using Pearson Product Moment Correlation. The findings showed

that instructional resources and the teachers’ methodology play a significant role in enhancing

the performance of high-achieving students in English Language (r = -.145, N = 50, P > .05).

The findings also revealed that there is a significant relationship between the use of audio, visual

and audiovisual materials and performance of high-achieving students in English Language (r

= .067, N = 50, P > .05). Based on these findings, the teachers are encouraged to always make

use of instructional resources like audio, visual and audio-visual materials as well as the most
suitable methodologies while imparting knowledge and students must as well pay rapt attention

in the class whenever instructional resources are being used for them in order to maximize their

performance in English Language

In addition, Mohammed (2016) carried out a study on assessment of the availability and use of

instructional materials by secondary school economics teachers in Kwara State, Nigeria. The

main purpose of this study was to assess the availability and the use of Instructional Materials,

strategies by secondary school Economics teachers in Kwara State, Nigeria.

Four research objectives were advanced to guide the conduct of the study; also, four research

questions were answered while four null hypotheses were tested. The study adopted survey

research design. The sample for the study was arrived at using proportionate sampling technique,

hence the total of thirty-two (32) teachers and three hundred and thirty-six (336) students

responded to the questionnaire. The analysis of the data collected was done using both

descriptive and inferential statistics. The non-parametric statistic of Chi-square (X2 ) was used to

test the four null hypotheses at 0.05 alpha level of significance.

The Findings of the study among others show that: there is a significant difference in the

opinions of teachers and students on the availability of instructional materials and their adoptive

use of instructional materials in teaching economics in senior secondary schools in Kwara state;

and that there is a significant difference in the opinions of the respondents on the availability of

instructional materials and students‟ academic performance in economics in senior secondary

schools in Kwara state.

In furtherance, Maryam (2017) carried out a study on assessment of availability and

utilization of instructional materials for teaching Islamic studies in junior secondary schools in
Kaduna State, Nigeria. The study focused on assessment of availability and utilization of

instructional materials for teaching Islamic Studies in junior secondary schools in Kaduna state,

Nigeria. The Research explored the responses of male and female teachers on relevance of

instructional materials; assessed the extent to which urban and rural teachers utilize instructional

materials for teaching of Islamic studies and the responses of urban and rural teachers on

obstacles to effective utilization of instructional materials in teaching of Islamic Studies in junior

secondary schools in Kaduna State.

Literature was reviewed in line with the objectives, research questions and hypotheses in the

study. Descriptive survey was utilized. Out of the total population of five thousand six hundred

and eight-three (5,683) Junior Secondary School teachers in Kaduna State, a sample of one

hundred and eighty- three (183) Islamic studies teachers were drawn, through the use of

purposive and quota sampling technique. The researcher used instrument titled “Assessment of

Availability and Utilization of Instructional Materials for teaching Islamic Studies questionnaire

for collecting data.

The data collected were descriptively analyzed using mean and standard deviation, while

the hypotheses were tested using t-test statistical tool. All the four (4) null hypotheses developed

for the study were rejected at 0.05 level of significance. The finding revealed that, Significant

difference was found between the responses of male and female teachers on instructional

materials available for teaching of Islamic studies in junior secondary schools, Kaduna state;

There was no significant difference between the responses of urban and rural teachers on

utilization of instructional materials for teaching Islamic Studies in junior secondary schools,

Kaduna state; Significant difference did not exist between the responses of urban and rural
teachers on relevance of instructional materials in teaching of Islamic Studies in junior secondary

schools, Kaduna state; and Significant difference was not found between the responses of male

and female teachers on obstacles faced in utilization of instructional materials for teaching of

Islamic Studies in junior secondary schools, Kaduna state.

The study recommended among others that, the state ministry of education should

provide junior secondary schools in Kaduna state with more modern instructional materials such

as overhead projectors, film strips, videos and enough computers in order to promote quality

teaching and learning in JSS, there is urgent need for government and other stakeholders in

education to organise regular workshops/seminars for Islamic Studies teachers and principals on

the importance and current developments and progress in the utilization of instructional materials

and resources in Islamic studies teaching in the junior secondary schools.

Furthermore, Mains (2015) carried out a study on Instructional methods used in teaching

oral skills in English in selected secondary schools in Nairobi County. The study sought to

investigate instructional methods used in developing oral skills in English in selected secondary

schools in Nairobi County. The objectives upon which this study was based were: To identify the

instructional method used in the form two classroom to enhance oral skills as outlined in the

English syllabus; identify resources available for teaching oral skills; establish factors that inhibit

the use of instructional methods in teaching and learning of oral skills and explore the

effectiveness of instructional methods used in teaching oral skills in a form two class.

A descriptive survey design was used. The study targeted public schools of different categories

and performance levels. Ten schools from Nairobi County were sampled using stratified

sampling techniques. A sample of 250 form two students and 20 English language teachers were

selected using simple random sampling to act as respondents.

Three types of instruments were used for data collection. These were a questionnaire for teachers

and students and a classroom observation schedule for determining the type of teaching

strategies and resources used during oral language skills lessons. Data collected from

questionnaires and lesson observation guides was analyzed qualitatively and quantitatively. The

results were presented in the form of frequency, means, ratings, percentage tables and pie charts.

The findings revealed that class discussions and group work activities are the common methods

employed by teachers when teaching oral skills. Debating, drama, role play was rarely used.

Lack of sufficient learning materials for learning oral skills was found to be a handicap.

Observations made in the classrooms, revealed that teachers do not vary instructional activities

while teaching oral skills. Some students were hesitant when using the target language and were

often forced to code switch. Various recommendations were made in line with the objectives of

the Research.

Appraisal of the Literature reviewed

This chapter has made efforts to revise the relevant concepts with the available scholarly

reverential sources which have been very helpful to the researcher. The teaching and learning of

Islamic studies should be handled with the best of decision-making policies and strategies as its

use in the Nigeria scene remains in the crust of education, trade, business, politics and other

related aspect which language plays pivotal role. Moving further, extant studies were also

reviewed in line with their methodologies and findings as well as the apparent gap(s) which the
previous studies have excluded. Having completed the relevant reviews of concept, the

methodology of the study is presented in the subsequent chapter.

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter is concerned with the methods and procedure that would be used in

carrying out this study with focus on the following Sub headings:

a. Research Type

b. Population, Sample and sampling Technique

c. Instrumentation

d. Validity of the Instrument

e. Reliability of the Instrument

f. Procedure for Data Collections

g. Data Analysis Techniques

Research Type

The descriptive survey method would be used for the research project. This is in line with

Oyeniyi's (2016) assertion that the descriptive survey approach allows for the collection of data

from a representative sample of the population and accurately portrays actual circumstances.

Additionally, it focuses on people's attitudes, motivations, perceptions, behaviours, and beliefs.

Similar to this, according to Busayo (2015), a descriptive survey enables the evaluation of certain

attributes, features, or qualities in the context of a situation that is in effect at a particular time.
Its primary goal is to describe the incident and use the information obtained to explain and

predict the current circumstance. Given that the researcher is interested in gathering data from a

representative sample of Secondary Schools Students in Ilorin-metropolis, Kwara state, the

descriptive survey approach is thought to be acceptable for this study. This is in keeping with

these assumptions.

Population, Sample and Sampling Technique

The respondents for the study will be secondary school students in selected schools

within the metropolis. Sampling will be conducted across various secondary schools representing

different school types (public and private) and locations (urban and rural areas) within the Ilorin

Metropolis. The sample size will be determined based on the total number of secondary schools

in the Ilorin Metropolis and the population of secondary school students within those schools.

Simple random sampling technique will be used to select schools and students to participate in

the study. As such simple random sampling technique would be used to select 100 students

across 5 Public and 5 Private secondary schools in the study area. The selected students will be

drawn from different classes to ensure representation across various age groups and educational

stages within the secondary school system.

Instrumentation

A questionnaire formulated by the researcher would be the instruments utilized to gather

data for this study. The instrument used for data collection will be a researcher-designed

questionnaire titled "Questionnaire on Availability and Utilization of Instructional Materials for

complementing Teaching History among Secondary schools students (QAUIMCTHSSS)." The

questionnaire will comprise two sections: Section A will gather demographic information about
the respondents, including gender, school type, and location, while Section B will contain items

related to the availability and utilization of instructional materials in History classes. The items

will be structured using a Likert-scale format, allowing respondents to rate their agreement with

statements regarding the availability and utilization of instructional materials. Section B contains

20 items statements which would be graded with the likert scale of SA=Strongly Agree,

A=Agree, SD=Strongly Disagree; and D=Disagree.

Validity of the Instrument

The extent to which an instrument measures what it is intended to measure determines its

validity. Therefore, the researcher will give the instrument to three lecturers in the Department

of Arts Education at the University of Ilorin for vetting and content validity analysis in order to

determine the validity of the instrument. They will adjust the items according to the provided

ideas, at which point they will decide whether the instrument is appropriate for the study.

Reliability of the Instrument

Consistency and stability of an instrument are two aspects of reliability. According to Osofa

(2018), reliability is the consistency, accuracy, stability, and dependability of a measuring

instrument or the score obtained therefrom, or, more specifically, how closely the same

instrument would produce the same score when used with the same set of equivalent items under

the same circumstances. The test-retest approach will be used on the same group of Students

from a different Local Government Area who will not be included in the intended population in

order to determine the validity of the pro forma. The Pearson Product Moment Correlation

Coefficient will then be used to correlate the two sets of scores from the two administrations.

The computed correlation coefficient will be calculated at the significance level of 0.05.
Procedure for Data Collection

The department Head of Arts Education will provide a letter of introduction to the

researcher. The researcher would next present the letter to the secondary school principals to

request their approval. The selected respondents would receive the questionnaire forms. The

questionnaire will be collected for further analysis after being personally distributed to the

respondents by the researcher.

Data Analysis Techniques

Data analysis will involve the use of descriptive statistics to examine the demographic

characteristics of the respondents and the availability of instructional materials. Additionally,

inferential statistics such as mean, standard deviation, and t-tests would be employed to answer

the research questions as well as test the hypotheses all at 0.05 level of significance.