| Content | CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The influence of instructional materials on students’ academic performance and teaching and learning in educational development is indisputable. The teaching of Basic Science in Nigerian secondary schools needs to be properly handled. Basic science contributes to the nation’s economic development, hence, the need to be taught thoroughly if it is to meet the educational and economic development. Moreso, that Basic Science is one of the subjects in Junior and Senior Secondary Schools; and as a vocational subject, it cannot be taught effectively without the use of appropriate instructional materials (Ajayi, 1988). The curriculum content of the senior secondary school levels consists of three major concepts of production, protection and economics. A series of activities were suggested in the curriculum to ensure the development of psychomotor skills in basic science by the students.
The teacher alone cannot provide all the needed condition for an effective teaching and learning process, other supporting materials should be provided. The students learn better when most of the senses are appealed to the instruction and use of instructional materials in basic science science education has added a new dimension in the positive promotion of the teaching and learning process. It provides the much need sensory experiences needed by the learners for an effective and meaningful behavioural change. Instructional materials are meant to improve the quality of education for effective academic performance of basic science students in schools. The performance of the students on the intended learning outcome provide the validation – loop on the success of the interaction and instruction (Bakare, 1986).
Teachers normally dodge the use of instructional materials in most of their teaching topics, while they try to do all they could during their practical teaching in their course of study; even though some of these materials are not usually available in the schools for teachers’ use. Also, in the Senior Secondary Certificate Examination, basic science practicals use a lot of specimens, but most of these materials are only made available for students’ use for the purpose of examination. These specimens are those that have not been seen or used before by the students. “In most of the secondary schools, instructional materials are not judiciously used as it ought to be. Many teachers teach in abstract without using the required materials” (Ibrahim, 2000).
In making use of any instructional materials, such materials must be previewed that is, having full knowledge of the material; prepare the environment where it will be used; prepare audience by means of making sure that the materials to be used will attract attention, arouse, motivate and provide the rationale that could be used in the beginning, middle or end. The effectiveness of utilizing appropriate instructional materials in teaching and learning of basic science is not void of quality instructor. In order to give quality education to the younger generation, there is need for employment of more competent, experienced and qualified basic science teachers.
The need to identify the suitable instructional materials, by which students can be made to comprehend the extent of the subject easily and intelligibly, is the focus of this study. An indepth look at the secondary schools basic science programmes revealed that there is the need for improving all phases of the programmes (IMAA, 2004). For example, there is need for the introduction and use of instructional materials and equipments for use in both the classrooms and school farms. The broad aim of any good training materials are to induce and support the learning process that leads to improve on-the-job performance through affecting changes in the knowledge, attitudes, skills and practices of the learners. With the above reasons, it is worth investigating the influence of instructional materials in the teaching of Basic Science in our Secondary Schools, for better performance of students in their examination and chosen career in the field of basic science. If instructional materials are used in Secondary Schools, it would help improving the teaching and learning and hence the academic performance of students in Basic Science effectively.
1.2 Statement of the Problem
Many of the school authorities have very lukewarm attitudes over the provision of needed tools, equipments, and farm inputs required for effective basic science, especially practical in secondary schools. This non-challant attitude tend to retard genuine efforts of some teachers of basic science in the secondary schools. Inspite of the emphasis being placed on basic science as one of the subjects in secondary schools, there is usually not enough time provided in the time-table for a meaningful basic science work (Adeyemi, 2000). Basic science teachers are always interested to finish the syllabus before the external examination – Senior School Certificate Examination (SSCE) conducted by West African Examination Council (WAEC).
Hence, the prosecution of a functional education in relation to basic science in secondary schools still leaves much to be desired. In view of this difficulties, most teachers of basic science still resort to the theoretical method of teaching the subject. This undoubtedly, is contrary to the improvement of basic science education, which is greatly needed at this period of our development with emphasis on practical oriented learning (Mammudu, 1996). The researcher has taught for a number of years in some secondary schools and had visited a number of secondary schools as a resource person. Through these experiences, the researcher observed that most teachers in secondary schools in the state did not fully make use of instructional materials in the teaching of basic science to their students. This negligence of the effective use of the instructional facilities and materials in teaching and learning of basic science common to both the trained and untrained teachers affected the successful academic performance of students in basic science in secondary schools in Kwara State.
The desire to embark on this research study therefore, stemmed from the fact that there is problem of poor performance of secondary school students in basic science in the state. This poor and general backwardness in basic science have been recorded for some years now by the examination bodies of Senior School Certificate Examination conducted by the West African Examination Council (WAEC), school promotion examinations and the special qualifying examination, conducted by the State Ministry of Education, Science and Technology, introduced for students in senior secondary schools respectively – (Department of Statistics, Planning and Research, Ministry of Education, Ilorin, 2007). The statistics obtained from fifteen secondary schools in Kwara State have indicated that there is a progressive decline in the performance of students in basic science subjects. Statistics from the various examination offices of the schools revealed that out of a total of 1,964 basic science students that registered and sat for the West African Examination Council in 2009, only 610 passed and 1,354 students failed from the 15 secondary schools – representing 31% passed and 69% failed (School Examination Offices, 2010).
Anything that saves students from performing poorly in basic science, will also save parents or guardians from wasting their hard-earned money. It may put an end to parents or guardians wasting their hard-earned money re-enrolling their wards to repeat basic science examinations which they are not guaranteed passing even after several attempts. The unusual way some basic science teachers approach the teaching of basic science has contributed to the students’ development of negative attitude to both the subjects and the teachers. Most of the secondary schools cannot meet up with the academic (practical) requirements of this subject as they lack instructional materials for adequate teaching and learning of the subject.
The central problems which are attributed to the students’ poor academic performance in basic science in secondary schools’ in Kwara State may be due to poor usage or not using appropriate instructional materials to teach basic science, issue of class size, inability to improve on the needed facilities, equipment, technical expertise, lack of basic science laboratories, workshops, seminars, poor organisation of the few available instructional materials, basic science teachers attitudes towards the use of instructional materials, non improvisation of instructional materials by basic science teachers and the weakness of the school administrators in finding solutions to the problems for the influence of misuse of instructional materials, all need serious attention.
The appropriate utilization of instructional materials and teaching of basic science by experienced and qualified teachers, may probably be the main solution to poor performance in Basic Science. In order to develop interest of the students to the study of basic science in secondary schools and the participation of basic science teachers to teach the subject as a vocational basic science, the researcher deem necessary for the use of appropriate instructional materials for the teaching of Basic Science in selected secondary schools setting in Kwara State in particular.
1.3 Objectives of the Study
The major objective of this study is to determine the influence of instructional materials on the academic performance of students in basic science in secondary schools in Kwara State, Nigeria. The specific objectives are to:
- identify the types of instructional materials being used for teaching in order to achieve students’ academic performance in basic science;
- determine the characteristics of instructional materials that can be used to influence students academic performance in basic science;
- evaluate the importance of using instructional materials to achieve students academic performance in basic science.
- examine the factors affecting the use of instructional materials to influence the academic performance of students in basic science.
1.4 Research Questions
The following research questions were answered in the course of the study.
- What are the types of instructional materials available for use to influence the academic performance of basic science students in secondary schools in Kwara State?
- What are the characteristics of instructional materials being used to influence the academic performance of students in basic science in secondary schools in Kwara State?
- What is the importance of instructional materials to influence students academic performance in basic science in secondary schools in Kwara State?
- What are the factors affecting the use of instructional materials to influence students’ academic performance in basic science in secondary schools in Kwara State?
1.5 Research Hypotheses
The following null hypotheses (Ho) were stated to guide the study.
- There is no significant relationship between the use of available instructional materials and students academic performance in basic science in secondary schools in Kwara State.
- There is no significant relationship between the characteristics of good instructional materials used and academic performance of students in basic science in secondary schools in Kwara State.
- There is no significant relationship between the importance of using instructional materials and the academic performance of students in basic science in secondary schools in Kwara State.
- There is no significant relationship between the factors affecting the use of instructional materials and students’ academic performance in basic science in secondary schools in Kwara State.
1.6 Significance of the Study
This research work is significant and useful in the teaching and learning of basic science. Findings from this study will help to assess the effectiveness of the stated objectives of secondary school – basic science curriculum.
Subsequently, the findings from the study will help basic science teachers in choosing an appropriate instructional material(s) capable of releasing students’ tension towards the subject thus improving students’ academic performance in basic science. It will motivate basic science teachers to develop interest towards utilizing suitable teaching materials that will be a possible means towards reducing failure in the teaching and learning of basic science. Findings of this study will help clarify among the teachers the need for continuous and regular improvisation of suitable instructional materials for teaching and learning of basic science.
Moreover, the results of this study will be of great significance to the basic science curriculum planners. The curriculum developers will find the work useful in reviewing the basic science curriculum by seriously laying emphasis on utilization of instructional materials so as to meet up with emerging needs of the society. This study will be of immense benefit to researchers in the field of basic science by forming a basis for further studies on the usage of instructional materials and teachers’ quality in order learning aspects of basic science as a subject.
The study will also equip our educational administrators in the Ministry of Education, Science and Technology (MOEST), educational test and measurement experts on the need to provide instructional materials for teaching basic science in our secondary schools setting particularly in selected secondary schools and the Kwara State as a whole.
The study will also be useful in educational policy making. The research will arouse instructional educational funding agencies such as Federal Ministry of Education, Faculties or Schools of Education, National Teachers’ Institutes as well as professional bodies such as Science Teachers Association of Nigeria (STAN) to formulate educational polices which may be useful in implementation of basic science curriculum.
1.7 Assumptions of the Study
The researcher made the following assumptions that:
- the availability of instructional materials – specimens, relevant basic science textbooks, pictures, diagrams, practical school gardens, charts and community resource places contribute to the academic performance of
students in basic science;
- the good use of instructional materials is dependent on the teachers’ qualification and experience to influence students academic performance in basic science;
iii. students taught with instructional materials do perform better than students taught without instructional materials; iv. the factors affecting the use of instructional materials is built-up upon the class size or students population.
1.8 Delimitation of the Study
This research work is delimited to the types of instructional materials available for use to influence academic performance of basic science students in secondary schools in Kwara State, characteristics of instructional materials, importance and uses of instructional materials and factors affecting instructional materials usage. It is also delimited to thirty basic science teachers and two hundred and six basic science students from thirty selected Government and private Secondary Schools in three senatorial districts of the sixteen local government areas in Kwara State. | Embodying the Raw, Wayward Spirit of Rock 'N' Roll
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1.0 INTRODUCTION
This research is on Food consumption pattern and micro nutrient intake of mothers in Imo state. Nutrition is the science of food, nutrients and other substances, their action, interaction and balance in relation to health and disease and the processes by which the organism ingests, digests, absorbs transports, utilizes and excretes food substances.
The development of nutrition made food to be recognized as the fundamental source of nutrients. Food and nutrition are basic human rights because they are necessary for human development.
Malnutrition is the major contribution to illness and diseases in the world. This includes risk factors related to under nutrition, excess consumption of certain diet components (carbohydrates, fat, etc) and low consumption of other food items like fruits and vegetables. Rural dwellers food consumption pattern depends on many factors intervention into the life patterns of the community to which they belong. These factors affect food availability and how each food could be processed and stored.
Food consumption patterns can be defined as the recognizable ways of eating foods rural dwellers tend to adhere to their old eating patterns rather than venturing to seek new and more proper eating habits. In order to maintain healthful diets, a variety and balance of foods from all food groups and moderate consumption of all food items is very important.
Variety in diet implies choosing a number of different foods within any food group, rather than eating the "same old thing" day after day. Food consumption patterns has been observed to be influenced by socio-economic factors including sex, income, occupation, type of house and source of cooking energy, food consumption patterns of the mother prior to conception during pregnancy and lactation affects the reproductive cycle and health of the newborn infant. A mother with poor food consumption patterns has the risk of delivering a baby that is physically and mentally handicapped. Wright and Sims (1987) assert that many complex interacting systems affect man's food consumption pattern and his consequent state of health. They further explained that natural environment (climate, topography soil conditions etc) determines what food can be produced. The man made environment (technological developments for processing, storing and distribution of food) affects what food will be made available for consumption.
Proper and adequate food consumption patterns is the instrument for achieving other rural developmental goals, most especially those connected to reduction in child mortality and improvements in material health. Primary educational enrolment and achievement, gender equity and the capacity of resist disease, in order to be healthy and active women need to have food in adequate quantity, quality and variety in order to meet energy and nutrient. Consumption patterns of the mother prior to conception and during pregnancy and lactation affects the reproductive cycle and health of the newborn infant. A mother with poor food consumption patterns have the risk of delivery a baby that is physically and mentally handicapped.
Adequate food plays an important role in rural development activities. It ensures their capacity to embark on livelihood activities that is sustainable.
1.1 OBJECTIVES
Broad Objective
- To assess the food consumption pattern and micro nutrient intake of mothers in Imo State Local Government Area Lagos.
Specific Objectives
- To assess the nutritional status of mothers in Imo State L.G.A
- To investigate, measure and assess the food pattern of mother in Imo State L.G.A.
- To assess the micronutrient intake of mothers in Ojo L.G.A.
1.3 JUSTIFICATION
Malnutrition remains an existing problem among Nigerians especially women and children. Malnutrition could be due to lack of food or socio-cultural factors of people. This study will throw light on the following
- It will add to our knowledge on the relationship between nutrition of people and the socio-economic characteristics of the people
- The actual or real causes of malnutrition in Nigeria.
1.4 RESEARCH QUESTIONS
- What is pattern of women activity
- What is the current food consumption pattern of mothers in Imo State L.G.A
- What is the socio-economic and demographic characteristics of women in Imo State LGA.
- To determine the relationship between their food consumption patterns and their environmental health condition.
1.5 PROBLEM STATEMENT
Malnutrition is a poor condition of health, caused by a lack of food or a lack of the right type of food. Many Nigerians are plagued with malnutrition. Malnourished Nigerians was as high as 24% in the rural area and 26% in the urban area.
It is important to know the reasons for the existing poor nutritional state of population could it be due to
1. Lack of nutritional awareness of the people
2. Un-availability of nutritional foods
3. Thus this study will examine the food consumption patterns and micro nutrient intake of mothers in Imo State LGA Lagos.
1.6 Limitations of study
- Some of the questions asked in the questionnaires were felt to be personal like how much their annual income.
- Some of the women could not spare time to fill the questionnaires
- Some were illiterates and so could not understand the questionnaires
| CHAPTER ONE NTRODUCTION
1.1 Background of study
The value of home movies as a medium of mass communication is esteemed all over the world. In Nigeria there are over one million audiences of home movies films who are affected in one way or another, by the subjects treated in Nigerian home movies. These movies portray message that have Influence on the viewers, mostly, their mode of dressing.
Movies hold a very special place in the culture of a people. ?Movies, like books, are a culturally special medium...an important medium of cultural transmission. (Baran, 2009:75). Studies show that movies contribute to socialization and the transmission of culture (Baran, 2009; Daramola, 2007).
Research has shown that there exists a relationship between the mass media and social ills and other behavoural and attitudinal change in the society. For instance, the media are attributed considerable power to shape opinion and belief, change habits, and actively moulding behaviour and imposing political system even against resistance.
In discussing the Influence of home movies on the dressing pattern of students of tertiary institutions in Abia State, it is imperative to mention discourses on media influence. This is because, home movies are a mode of media transmission. In all of researches, the area of media Influence appears to be the most contentious. For one, if the media have no Influence on the society. Is there any realistic justification for their continued existence? For another, if the media do have influences on the thought process and attitude of mankind, should they take responsibility for the emergent foibles and discomfitures of man in the society?
The concern on media Influence has led to the development of different communication theories. This is an attempt to explain the relationship between communication messages and their Influences on the respondent.
O?Rork (2006) and Wogu (2008) argue that audiences are more likely to emulate models of behavior seen on the media if they expect to receive gratification from emulating another person Behaviour is influenced not only by personal or live models but by those presented in the mass media?. (O? Rork, 2006:72)
Analyses on media Influence continue to show that the media have Influence on the pattern of behaviour of its audience. (Uwakwe, 2010; Okunna, 1999 and Okoye 1993).
Okunna, opines that because of their special power to affect the way people think, feel and behave, the mass media have been credited with incredible persuasive ability to change attitude and behaviour (1999:161). Culturally, this media Influence could be in the area of language, behavioural response, pattern of eating and dressing.
Since it has been established that film is a mass medium, it is proposed in this study that the home movie genre, which is the Nigerian local or indigenous films have Influence on the pattern of dressing of students of tertiary institutions in Abia State . This supposition is hinged on the fact that home movies have gained wide followerªship among students of tertiary institutions in Abia State, especially the youths.
The home movie genre has come a long way in Nigeria. Akpan (2002) notes that the arrival of film in Nigeria came with the colonial government that established a film unit as part of the information department. And this was inherited by Nigeria after independence and became part of the ministry of information. However, as Akpan notes further, the production of feature films in movie film format began in Nigeria in the late 1980s.
Studies show that, the home movie, Living in bondage, released in 1992, set the stage for the Nigerian indigenous home movie, popularly known as Nollywood. This industry has continued to grow and explode to greater proportion such that it has pushed foreign media off the shelves of movie rental shops across Nigeria and other parts of Africa. (Uwakwe, 2010). Thus, Nollywood is the household name for Nigerian movie industry and which by definition, means Nigeria?s movie industry by Nigerian production team for the Nigerian audience.
This study utilizes the theory on media Influences on pattern of behaviour and attitude change and thus examines the Influence of home movie on the dressing pattern of students of tertiary institutions in Abia State.
1.2 Statement of Problem
Home movies are veritable tools of mass communication, which cut across
national and cultural boundaries with wide and fast distributing networks internationally. Home movies are seen as source of entertainment and education, as well as conduit for promoting Nigerian culture. Thus cultural transmission is a major role of the home movies.
In the face of media imperialism by foreign media and the over shadowing of Nigeria?s cultural values and manifests, it becomes important to examine the home movies to ascertain if it is influencing the dressing pattern of these students of tertiary institution in Abia State.
An examination of some of the home movies will reveal that they portray nudity while some of the movies portray costumes that reflect the rich Nigerian culture, manifest in her traditional mode of dressing. Media and cultural researchers have noted that dressing is a manifest reflection of a people?s culture.
In the face of these challenges, it becomes necessary to examine how the home movies Influence the dressing pattern of students of tertiary institutions in Abia State. Such discovery is imperative since it will guide the policy makers where necessary especially if it is found that the Influence is negative and detrimental to Nigerian?s cultural objective and values. Positive Influence however, will be such that promotes pride in Nigeria?s values and seeks to retain her rich culture as against preference for western pattern of dressing and nudity or indecent dressing.
1.3 Objectives of study
This study aims at discovering the Influence of home movies on the dressing pattern of students tertiary institutions in Abia State. Its objectives include:
? To examine if home movies have Influence on the dressing pattern of students in tertiary institutions in Abia State.
? To determine the nature of the Influence on these students.
? To find out if the Influence are positive or negative
? To elucidate the factors responsible for these influences.
? To explore the students? perception of dress pattern on home movies.
1.4 Research Questions
? Do home movies have any Influence on students of tertiary institutions in Abia
State?
? What type of Influence do students have on home movies dressing pattern?
? Is the Influence negative or positive?
? What factors necessitate these Influences?
? How do these students perceive dress pattern on home movies?
1.5 Significance of Study
This study is relevant for the following reasons:
It will determine the type of Influence that home movies have on the dressing pattern of students in tertiary institutions and thus guide policy makers and regulatory agencies in providing protection against the production and exposure to movies that negate Nigeria?s cultural values.
The study will provide a framework for the fight against media and cultural imperialism where it is discovered that the home movie industry is serving as a stooge.
Finally, the study will be beneficial to students and mass media students because it will expose them to the theory on the Influences that could be exerted via the media.
1.6 Scope of the Study
Studies on media Influence show that there are various behavioural and
attitudinal Influences that could be exerted by the media- vis-a-vis home movies. However, this study restricts it self to the Influence on patterns of dressing on of students of tertiary institution in Abia State. Other behavoural or attitudinal characteristics that could subsequently be investigated on, include, home movies Influence on pattern of speech; pattern of language; pattern of love and relationship, etc.
1.7 Definition of Terms
Home movies: This is any pre-recorded media films played and viewed by people
with their movie players in their homes or movie clubs. These films are viewed with the aid of a TV set which is connected to the movie machine. They are recorded on movie tape, disc or DVD.
Pattern of dressing: This is refers to the choice or type of dressing or clothing preferred by a certain group of people.
Students in tertiary institutions: These are post secondary school students in
polytechnics, colleges of education and universities.
Influence: This is the impact some thing or someone has on something or some one else. This could be positive or negative.
Tertiary Institutions: These are post secondary institutions of higher learning in Abia State. | CHAPTER ONE INTRODUCTION
Background of the Study
There is no single universal definition of Social Studies because the subject is defined according to the need of each society, which adopts it as a programme of study in schools and colleges. However, the Committee on Primary School Social Studies programme in Nigeria defines Social Studies as those common learning of man?s interaction with his social and physical environment, adding that it is not only a study, but a way of life, of how man influences, and is influenced by his physical, social, political, economic, psychological and cultural environment (Aina, Adeyoyin, Obilo. and Ahmadu, 1982)
Similarly Olaniyan (1998) emphasized that Social Studies is a programme which a society uses to instill in students the knowledge, skills, attitudes and actions it considers important concerning the relationship which human beings have with each other, their world and themselves. Bearing in mind the concept of Social Studies as an integrated discipline, the objectives are clearly stated in the National Policy on Education (FRN, 2004).
The primary concerns of the subject are encouragement of the awareness of the world in the child, inculcation and development of appropriate knowledge, skills, attitudes, values and social activities concerning relationships in people; to enable them find solutions to social problems in their surroundings and to develop positive
attitudes towards our fellow men in society.
Social science as the teaching and learning of individual subjects such as History, Geography, Government, etc. has finally given way to the conception in Social Studies as an integrated subject This came about in fact with the adoption in 1975 of the Integrated Social Studies Syllabuses developed by the National Educational Research Council fortheprimary schools and Teacher Training Colleges throughout the country at the on-set of the Federal Government University Free Primary Education (UPE). Similarly, the Integrated Social Studies Syllabus currently being used in the lower forms of secondary schools in the country as well as the one for the 3-3 Secondary School system of the New Education Policy was prepared by the Comparative Education Study and Adaptation Centre (CESAC), University of Lagos (Ogunsanya, 1984). Social Studies is a subject which deals principally with how human beings interact with one another and with the environment. The Committee on Social Studies singled it out as one major area of study through which national objectives on education in Nigeria can be achieved. Specifically, the Committee spelled out the underlisted objectives for teaching Social Studies in the primary and secondary school levels of the Nigerian education system:
1. To encourage the development of social responsibility towards other children, adult and the world.
2. To encourage the development of values, attitudes, skills and understanding necessary to live and function in society.
3. To create an awareness and an understanding of the evolving social and physical environment as a whole, its natural, man-made, cultural and spiritual resources together with national use and conservation of these resources for development
4. To ensure the acquisition of that relevant knowledge which is an essential prerequisite for personal development, as well as a positive personal contribution to the betterment of mankind.
5. To develop in children a positive attitude to citizenship and a desire to make a personal positive contribution to the creation of a progressive and united Nigeria.
6. To develop in the children the ability to think critically and reflectively and come to an independent conclusion.
7. To promise an understanding of the social problems facing the Nigerian society and a desire to find solutions to them (Ogunsanya, 1984; Obeta, 1996; and Enem, 2002).
The objectives of Social Studies Education in Nigeria, as stated above, show that the subj ect was introduced into the school curriculum to, among other things, get rid of certain social vices plaguing the Nigerian society. Such vices include tribalism, ethnicity, nepotism, political instability, mass poverty, immorality, drug abuse, disrespect for elders and so on. Social Studies also meet the needs of the society in the areas of social and intellectual skills as well as attitudes and values. The subject
is also concerned with acquiring the desirable information in order to be able to achieve meaningful development in all sectors of the economy (Ogunsanya, 1984). The summary of our discussion clearly indicates that Social Studies education is central to nation building. Our leaders and policy-makers need to acquire desirable social and intellectual skills, as well as positive attitudes and values that will enable them to make positive contributions to the process of nation building. They need to appreciate the economic and socio-political diversities of Nigeria, and the need for unity, tolerance and inter-dependence among the various component units of Nigeria.
To achieve the above objectives, the subject must be properly taught in our schools. One major characteristic of good teaching of Social Studies is the ability to inculcate in students a spirit of curiosity and self-instruction (Enem, 2002). A great deal has been discovered about what attracts the interest of children, holds their attention and fosters that natural curiosity. Enem (2002) opined that nothing attracts learners? attention faster than the use of relevant resource materials. For example, bright, contrasting colours seem to stimulate them as well as seize their attention. Similarly, interesting shapes and objects are also very important, especially at the lower levels of our education system.
The use of adequate and relevant resource materials has numerous advantages. For example, it facilitates teaching and learning, and makes learning faster and more permanent. Teachers do not need to expend a great deal of energy or time in giving out much information or much guidance. Rather, he guides the pupils to find out or
discover things on their own. For instance, if a picture of a boy eating a banana is shown to the class and the caption of the picture is: ?This boy is eating his banana?, the teacher could ask his class ?Where do you think the banana came from??. A question such as this forces the pupils to look at the picture critically and study it for contextual clues. Where is the boy standing? (Market, Farm or School?) What has he been doing? What are the commonest ways through which boys obtain banana?
In Social Studies, resource materials encourage the pupils to think critically and reflectively about their lives and their surroundings. This helps to build up the students? self esteem and confidence. In addition, resource materials arouse the students? interest on the subject. We all know that interest motivates learning. Social Studies teachers should make effective utilization of instructional materials in teaching because, they make teaching more meaningful, interesting and more permanent. The extent teachers make use of instructional materials in the teaching of Social Studies is not known. Therefore, the need arises for a determination of the extent teachers use instructional materials in teaching Social Studies at the Junior Secondary Schools (JSS).
Statement of the Problem
Experience shows that many teachers of Social Studies have been teaching for years without using teaching resources and without encouragement by the government. Abdullahi (1982) pointed to poor method of teaching as one of the
major factors that cause the poor performance of students in science subjects. Obi (1992) asserted that teachers have resorted to verbalizing their lessons relying heavily on the use of chalkboard, otherwise called ?talk chalk? method of teaching. Those views are in agreement with Mayer?s (1988) that teaching in the African context continues to be dominated by talk and chalk method. This poor method of teaching could be one of the reasons of underachievement of students in Social Studies.
There have been many researches directed at evaluating the extent of the use of instructional media in teaching Social Studies. For instance, researchers like Onyekwelu (1995), investigated Availability and Use of Media in Teaching History in Secondary Schools in Anam bra State. Angwe and Idogbe (2004) investigated the Availability and Use of Biology Lab Equipment in the Teaching of Biology in Secondary Schools in Vandeiky a L.G. A. of Benue State. Onuoha (1999) investigated on Students? Perception of Television Religious Programmes in Imo State. Eze and Iloh (1999) researched on Resources Used in Teaching Christian Religious Knowledge in the Junior Secondary School at Nsukka Urban. Agu Emeka (1995) investigated the Status of Media in teaching and learning of Economics in Enugu- North L.G.A. Ukachukwu (1998) researched on Effect of Overlay Technique on Secondary School Students? Achievement in Biology. Using good diagrams, Winn (1982) Projected and Non-projected media; Nwizu (1992), Multimedia Approach; Obi (1992), Different Modes of Picture Presentation (Ofoegbu, 1992).
The problem of the study therefore, is the extent of the use of instructional
materials in the teaching of Social Studies in Nsukka Education Zone.
Purpose of the Study
The major purpose of the study is to determine the availability and the extent of use of instructional materials in teaching Social Studies in JSS in Nsukka Education Zone. In order to achieve this major purpose, certain specific investigations will be undertaken. These include:
1. To determine the type of instructional materials available for use in
schools in Nsukka Education Zone in teaching Social Studies.
2. To establish the extent of use of the available instructional materials for Social Studies lessons.
3. To identity methods used in teaching Social Studies in the schools.
Significance of the Study
The findings of this study will be beneficial to the Social Studies teachers in Nsukka Education Zone. It will provide information on the available media which they can use. It will also be beneficial to the curriculum planners. It will help curriculum planners to determin e the type of instructional materials available for use, establish the extent of use and identify methods used in teaching Social Studies in the schools. This is with a view to determining instructional materials to be included in the curriculum of the JSS Social Studies and that of the Teacher Training Colleges.
It may provide the justification for emphasizing the teaching of improvisation to trainee teachers in the Colleges.
The results of the study will provide information on the available modes for Social Studies instruction. This will be very useful to ministries of education and policy makers by providing them with data on the materials that needed to be acquired for effective Social Studies instruction.
The extent of use of these materials will enable the Post Primary School Board to organize workshops, conferences and seminar on the production and use of instructional materials to facilitate the learning of Social Studies.
The results of the study will provide information that may be useful for research in this area.
Scope of the Study
The study is limited to the availability and use of instructional materials in teaching Social Studies in JSS in Nsukka Education Zone. It also includes a determination of the teaching methods teachers adopt in Social Studies instruction.
Research Questions
The following research questions have been formulated to guide the study:
1. What instructional materials are available in schools for Social Studies
instruction in Nsulika Education Zone?
To what extent are instructional materials used in Social Studies instruction?
What different methods are used in Social Studies lessons? | CHAPTER ONE INTRODUCTION
Background to the Study
Birth, marriage and death are the standard trio of key events in most people?s lives. But only one ?marriage? is a matter of choice. The right to exercise that choice was recognized as a principle of law even in Roman times and has long been established in international human rights instruments. Yet many girls, and a smaller number of boys, enter into marriage without any chance of exercising their right to choose. Some are forced into marriage at a very early age. Others are simply too young to make an informed decision about their marriage partner or about the implications of marriage itself. They may have given what passes for ?consent? in the eyes of custom or the law, but in reality, consent to their binding union has been made by others on their behalf.
The assumption is that once a girl is married, she has become a woman - even if she is only 12. Equally, where a boy is made to marry, he is now a man and must put away childish things. While the age of marriage is generally on the rise, early marriage - marriage of children and adolescents below the age of 18 is still widely practiced. While early marriage takes many different forms and has various causes, one issue is paramount. Whether it happens to a girl or a boy, early marriage is a violation of human rights. The right to free and full consent to a marriage is recognized in the 1948 Universal Declaration of Human Rights (UDHR) and in many subsequent human rights instruments - consent that cannot be ?free and full? when at least one partner is very immature. For both girls and boys, early marriage has profound physical, intellectual, psychological and emotional impacts, cutting off educational opportunity and chances of personal growth.
For girls, in addition, it will almost certainly lead to premature pregnancy and childbearing, and is likely to lead to a lifetime of domestic and sexual subservience over which they have no control (Eboh, 1996).
Early marriage before the age of 18 is a violation of a number of international human rights charters and conventions such as 1989 Convention on The Rights of the Child (CRC), 1979 Convention on the Elimination of all Forms of Discrimination Against Women (CEFADW), the 1989 African Charter on Human and Peoples? Rights, and the 1990 African Charter on the Rights and Welfare of Women. However, for many young girls in developing countries, marriage is perceived as a means of securing their future and protecting them. Girls are forced into marriage by their families while they are still children in the hope that marriage will benefit them both financially and socially. On the contrary, early marriage violates the rights of children with often more negative consequences on the girls than the boys. This compromises their overall development, leaving them socially isolated with little or no education, skills and opportunities for employment and self -realization. These conditions ultimately make married girls more vulnerable to poverty. Young married girls are indeed a unique group, coming under great pressure on a number of fronts. They are required to do a disproportionate amount of domestic chores, which includes new roles and responsibilities as wives and mothers. The young bride?s status in the family is frequently dependent on her demonstrating her fertility-often within the first year of her marriage at a time when she is not yet physiologically, psychologically and emotionally prepared. Additionally, girls are made to be responsible for the care and welfare of future generations while still children themselves. Young mothers with no decision making powers, restricted mobility and no economic resources are likely to transmit this vulnerability to their off-springs. Therefore, early marriage directly compounds the ?feminization of poverty? and intergenerational poverty (Saxena, Shobha, 1999). Several studies confirm wide age gaps between younger married girls and their spouses. This age gap clearly creates unequal power relationship between the younger brides and her older and more experienced husband, resulting in husband having total control over sexual relations and decision-making. Since younger brides are socially conditioned not to question the authority of their husbands, they are often unable to use contraception or to plan their families. The combined effect of these factors may also make younger brides more likely to tolerate partner violence.
While there is widespread agreement that early marriage, early pregnancy and motherhood adversely affects general development and education of girls and they are the links with poverty and wide consequences on families and communities have not been adequately explored. This is partly due to the ?invisibility? of younger married girl in most communities, and the fact that marriage confers adult status to girls and boys (Bruce, 2002).
Yet, many societies, primarily in Africa and South Asia, continue to support the idea that girls should marry at or soon after puberty. Their spouses are likely to be a few years older than they are, but may be more than twice their age. Parents and heads of families make marital choices for daughters and sons with little regard for the personal implications. Rather, they look upon marriage as a family-building strategy, an economic arrangement or a way to protect girls from unwelcome sexual advances.
Meanwhile, tradition and culture endorse the concept of early marriage, the 1999 Nigerian constitution is silent on the issue, although it could be implied from the provisions of section 29 that parties to a marriage must be of full age. Under subsection 29(4)(a), ?any woman who is married shall be deemed to be of full age?. On the other hand, subsection (4)(a) stated that ?full age? means the age of eighteen years and above.
Thus, in spite of that section of Nigerian constitution, early marriage still poses a problem in most part of Nigeria, as in many other countries in Africa and beyond. It is practiced and justified in the name of tradition, culture and religion. That was why some people like the former governor of Zamfara state, Alh. Ahmed Sani Yerima Bakura and Mmerole Ogha the husband of Mgbeoye got married to a 13 and 9 year old girl respectively. Especially vulnerable are young girls in rural areas, poor, and deprived communities. This situation reflects the relatively strong adherence to tradition, and the relative lack of opportunities affecting women in rural areas. In Nigeria in general, and among Northerners (Hausas) in particular, early marriage dates back to the formation of the society itself. In that part of the country, it is not uncommon for girls below the age of 12 to get married, and it is going beyond the expectation unlike in other parts of the country. The National Baseline Survey of Positive and Harmful Traditional Practices Affecting Women and Girls in Nigeria 1999 revealed that the aggregate mean age at marriage for female children is 16.7 years. In the north-east the age is 15.2 years and in the north-west, 14.2 years. This is an indicator of the prevalence of early marriage in Nigeria (Shehu, 2002).
Statement of the Problem
Despite national laws and international agreements forbidding early marriage, this phenomenon is still widespread in many developing countries with a high prevalence in sub-Saharan Africa, more particularly in Nigeria. This paper intends to analyze that issue by emphasizing on this region of Africa (Nigeria) using Uzo-uwani as a paradigm. According to UNICEF (2001), 40 per cent and 49 per cent of girls under 19 in central and West Africa respectively are married compared to 27 per cent in east Africa and 20 percent in northern and southern Africa.
Throughout the world, marriage is regarded as a moment of celebration and a milestone in adult life. Sadly, the practice of early marriage gives no such cause for celebration. All too often, the imposition of a marriage partner upon a child means that a girl?s or boy?s childhood is cut short and their fundamental rights are compromised (UNICEF, 2001 and Lefevre, Quiroga and Murply 2004). Young girls are robbed of their youth and required to take on roles for which they are not psychologically or physically prepared for. Many have no choice about the timing of marriage or their partner. Some are coerced into marriage, while others are too young to make an informed decision. Premature marriage deprives them of the opportunity for personal development as well as their rights to full reproductive health and wellbeing, education, and participation in civic life.
Literature identifies many interrelated factors almost similar worldwide with small variations between societies that interact to place a girl child at risk of early marriage. Those factors include among others, search for economic survival, protection of young girls, peer group and family pressure, controlling female behavior and sexuality, wars and civil conflicts, maximization of fertility where infant mortality is very high (the working group 2000; UNICEF 2001; Mathur et al. 2003).
Early marriage contributes to a series of negative consequences both for young girls and the society in which they live. It is a violation of human rights in general and of girl?s rights in particular. For both girls and boys, early marriage has profound physical, intellectual, psychological and emotional impacts; cutting off educational and employment opportunities and chances of personal growth. In this research work more emphasis is given to girls as this is an issue that impacts upon them in far larger numbers and with more intensity and consequences.
Besides, having a negative impact on girls themselves, the practice of early marriage also has negative consequences on their children, families, and society as a whole. UNICEF (2000) argues that it is not only girls that pay for early marriage but also the society as a whole. Population pressure, health care costs and lost opportunities of human development are just a few of the growing burdens that society shoulders because of teenage pregnancies. Early marriage also undermines international efforts to fight against poverty in developing countries. Bunch (2005), makes it clear that the widespread practice of child marriage makes it increasingly difficult for families to escape poverty in the developing world, thereby undermining critical international efforts to fight poverty, HIV/AIDS and other development challenges, and making billions of dollars in development assistance less effective. Among the problems of early marriage in Nigeria is Vesico-Virginal Fistulae (VVF) which remains a serious reproductive health problem for women of childbearing age in the developing world. It is one of the most appealing misfortunes that a woman can face as a result of early pregnancy and childbirth. High maternal mortality and morbidity is another problem posed by early marriage. The world health organization estimates that the risk of death following pregnancy is twice as great for women between 15 and 19 years than for those between the ages of 20 and 24. The maternal mortality rate can be up to five times higher for girls aged between 10 and 14 than for women of about twenty years of age
This study should then seek to find answer to the following questions on developmental implications of early marriage in Nigeria.
Research Questions
What are the reasons behind early marriage perpetuation in Uzo-uwani local government area?
Does early marriage affect girls? wellbeing and constitutes a violation on their human rights in Uzo-uwani local government area?
Does early marriage hinders development in Uzo-uwani local government area.
Does early marriage leads to poor development in Uzo-uwani local government area.
Objectives of the Study
This research work is basically focused on developmental implications of early marriage in Nigeria, therefore, at the end; it is expected that we could be able to ascertain or proffer the causes and the developmental implications of early marriage in Nigeria and to proffer lasting solutions to minimize it.
Therefore, the specific objectives of this study are as follows:
To identify the reasons behind early marriage perpetuation in
Nigeria using Uzo-uwani local government as a paradigm.
To identify how it affect girls? wellbeing and constitute a violation
of their human rights in Uzo-uwani local government area.
To investigate the consequences and developmental implications
of early marriage in Uzo-uwani local government area.
To recommend ways of ameliorating the developmental
implications of early marriage in Uzo-uwani local government
area.Significance of the Study
The significance of this study cannot be overemphasized because this invaluable research work will be of tremendous impact on existing knowledge about developmental implications of early marriage in Africa and Nigeria in particular.
Thus, the outcome of this work will portray a vivid idea of peoples? perceptions and impressions on early marriage in Nigeria. It will also be of great importance to ideal administrators and sociologists.
The lessons that will be learnt from this study will be helpful to government in enacting and implementing policies and programmes that will impede the menace of early marriage in the country. Furthermore, the ideas in this work will help immensely in implementation and meaningful decisions and policies on developmental implications of early marriage as it affects girl child and the entire society. On the other hand, the findings and recommendations of this research work will help tremendously to restore adequate dignity, rights and values of girl child in Nigeria especially in Uzo-uwani local government council.
Last but not the least, this invaluable work will be of great significance in the sense that people should know that early marriage is not a solution to the search for economic survival, protection of young girls, peer group and family pressure, controlling female behavior and sexuality, and socio-cultural and religious values but it is a violation of girl?s human rights as it deprives her of freedom, opportunity for personal development, and other rights. This work will also be of academic, administrative and social assets to all Nigerians.
Scope and Limitations of the Study
The research work is expected to cover developmental implications of early marriage in Uzo-uwani local government area.
This work covers the period of 1990 till date. It will touch some vital events on early marriage which took place in Nigeria and in Uzo-uwani in particular within the stated period.
The limitations of this work include the following:
Finance/fund: this was the greatest limitation or hindrance the researcher encountered on the course of this work. A lot of fund was needed to carry out this work perfectly, such as transport fare, lobbying for interview, feeding, e.t.c as a student, it becomes very cumbersome.
Time: time cannot be over emphasized when talking of limitations of this study because it was one of the major hindrances the researcher faced during this study. Thus, this work is one of the courses/works or activities that needed equal attention of the researcher. Furthermore, the researcher being a regular student, he had the engagements to attend such as reading, going to lectures, going for recreation and so many other assignments that equally claim a substantial part of time available to him. Yet it is not exaggeration to say that not less than 40% of his available time was spent on this invaluable study.
Respondents: although the researcher got a good percentage of responses to his interview or questions, it was not easy per say for him to convince then (respondents) that the study is merely on academic exercise due to the high level of illiteracy among the people of the area in the sense that majority of their representatives/functionaries does not know the particular year the council was created talk more of knowing the land mass and the population of the council and such recorded data.
Thus, in spite of the above limitations, the researcher could be able to achieve his objectives by prioritizing this study to other of his activities because of time, using of interpreters on respondents because of high rate of illiteracy and effective and efficient use of the little resources in his possession. Meanwhile data collection went smoothly in spite of the above challenges, presumably because the interviewers were hired/recruited locally and known to the respondents. |
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