Availability and Utilization of Social Studies Instructional Materials and Secondary School Students’ Academic Advancement In Oshimili South Local Government Area of Delta State

Availability and Utilization of Social Studies Instructional Materials and Secondary School Students’ Academic Advancement In Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined the availability and utilization of social studies instructional materials and secondary school students’ academic advancement in Oshimili South Local Government Area of Delta State. Four research questions guided the study. The study adopted descriptive survey research design. The population of the study comprised 3,320 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area, Delta State.  The sample of the study comprised of 200 senior secondary school students selected through simple random sampling technique to represent the entire population in Oshimili South Local Government Area, Delta State. The instrument used for data collection is a structured questionnaire titled, “Instructional Materials and Secondary School Students’ Academic Advancement Questionnaire (AUSSIMSSSAAQ).” A draft copy of the questionnaire was validated by two lecturers one from Measurement and Evaluation, the Federal College of Education (Technical) Asaba. The validated questionnaire was subjected to reliability test. Twenty (20) copies of the validated questionnaire were administered on secondary school students in Oshimili North Local Government Area of Delta State using split-half method. Data collected was analyzed using Pearson Moment Correlation Coefficient to ascertain the level of correlation to ascertain the level of the consistency which yielded 0.78, indicating that the instrument was reliable. The researcher administered 200 copies of the questionnaire to the respondents in the selected schools in Oshimili South Local Government Area, Delta State and 197 were retrieved and analyzed using mean and standard deviation statistics. Findings of the study revealed that instructional materials are available for social studies in secondary schools in Oshimili South Local Government Area. It was recommended among others that   teachers should undergo regular training and workshops to enhance their proficiency in the effective utilization of instructional materials for teaching social studies.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally recognized as a cornerstone of personal and societal success. Throughout history and across cultures, it has been instrumental in advancing both individual development and collective progress. The quality of a nation’s educational planning and execution is often a key indicator of its overall development. Education shapes individuals by fostering essential skills, attitudes, beliefs, reasoning abilities, and knowledge—vital tools for adapting to and engaging with the world. Through education, people are empowered to realize their full potential. Instructional materials, in particular, play a critical role in enriching students’ reasoning skills and keeping them informed about global trends, making them indispensable in the learning process of social studies.

According to the National Council for the Social Studies (NCSS), social studies is defined as “the integrated study of the social sciences and humanities to promote civic competence” (NCSS, 2016). This definition highlights the interdisciplinary nature of social studies, which draws from subjects like history, geography, political science, and economics. It emphasizes the goal of fostering civic competence, or the ability to engage as responsible citizens in society. Social studies thus serves as a foundation for students to understand complex social issues and participate effectively in their communities. Ross and Marker (2018) define social studies as “a field of study that focuses on helping students develop the knowledge, skills, and dispositions necessary to make informed decisions as citizens of a democratic society.” This definition stresses the role of social studies in cultivating critical thinking and decision-making skills. By engaging with various social sciences, students are encouraged to analyze, evaluate, and synthesize information about society and governance. The emphasis is on preparing students to contribute thoughtfully and responsibly to civic life. Merryfield and Wilson (2020) define social studies as “a subject that fosters understanding of different cultures and societies in a rapidly globalizing world.” This definition reflects the growing importance of global awareness in the curriculum. Social studies helps students appreciate cultural diversity and understand global interdependence. In a world where societies are increasingly interconnected, this approach ensures that students are equipped to navigate and respect cultural differences while addressing global challenges. Parker (2017) states that “social studies is fundamentally concerned with education for citizenship in a democratic society.” This definition centers on the idea that social studies is vital for preparing students to be active, informed citizens in a democracy. By learning about political institutions, legal systems, and civic responsibilities, students gain the tools to participate meaningfully in democratic processes. This focus on citizenship education ensures that students understand their rights and responsibilities and are prepared to engage in civic duties. Banks (2019) defines social studies as “the study of human relationships and how humans interact with their environment, including social, economic, and political aspects.” This broad definition emphasizes the relationship between humans and their surroundings, both natural and societal. Social studies examines how individuals and groups shape, and are shaped by, their social and physical environments. It also explores the role of institutions, such as governments and economies, in structuring these interactions, providing students with a comprehensive view of society’s functioning.

On the other hand, Academic advancement is referred to as the continuous progression of a student through different educational levels, such as moving from primary to secondary education, and then to tertiary education. This kind of advancement is often structured within an education system, where students are required to meet specific academic standards before proceeding to the next stage (Mott, 2017). It demonstrates a linear movement based on merit, exams, or performance evaluations. This progression plays a key role in building both subject expertise and general life skills. Academic advancement also signifies the development and deepening of knowledge and skills in a particular field of study. According to Brown and Carter (2016), students are expected to build on foundational knowledge and engage in more complex problem-solving, analysis, and critical thinking as they advance academically. This growth is reflected in their ability to apply learned concepts in more sophisticated ways. It also contributes to intellectual maturity and prepares individuals for more specialized roles in the workforce. Another perspective of academic advancement is the achievement of specific academic milestones, such as earning a degree or completing a significant research project. Anselmo and Scholtz (2015) define academic advancement as reaching predefined educational goals, including diplomas, certifications, or other forms of recognition. These milestones often mark important transitions in a student’s educational journey and indicate readiness for new challenges or professional opportunities. Such achievements are often accompanied by societal recognition of an individual’s expertise or capabilities. Academic advancement can also involve an increase in competency, particularly in research and innovation. Mandler and Kowalski (2018) argue that higher levels of education, such as postgraduate studies, often focus on developing a student’s ability to contribute original knowledge to their field. This kind of academic advancement is closely linked with publishing research papers, engaging in scientific discoveries, or developing innovative solutions to problems. It moves beyond learning from others to creating new knowledge. Academic advancement is also viewed as holistic intellectual and personal growth, encompassing not just technical or subject-specific knowledge but also ethical reasoning, leadership abilities, and communication skills (Nolan & Phillips, 2019). This view suggests that academic advancement is not solely about moving to higher academic levels but also about becoming a more well-rounded individual, capable of contributing meaningfully to society. Institutions encourage this form of advancement by promoting extracurricular activities, interdisciplinary learning, and global perspectives.
Education has helped to bring the entire world into an entity through the information and knowledge education has helped us to achieve. Education has helped to reduce the problem of language barrier. Through instructions and teaching by your teacher, Individual has acquired different languages outside the traditional language. This has led the individual to associate properly with people from different countries. It has helped one to adjust from his traditional behaviour to a more modest behaviour that makes the individual to be accommodated any part of the world he visits. Education has been a means to an end. That a country is developed is as a result of instructional aid created by education. It serves as a catalyst to governmental principles, policies and laws. With the acquisition of knowledge, and the society structured their means of livelihood. Instructional material is an aid to teaching and learning. It helps to raise learning from verbalization to practical aspect of teaching and learning. Instructional materials makes teaching and learning of social studies more interesting, easy and amusing. It makes learning more effective (Johnson, 2020).

Instructional materials have been observed as a powerful strategy to bring about effective teaching and learning. The importance of quality and adequate instructional materials in teaching and learning can occur through their effective utilization during classroom teaching. Instructional materials here include all the tools that the teachers can use to make the learning more interesting and memorable.  According to Farombi, (2019), instructional materials include books, audio-visual, software and hardware of educational technology.  He further opines that the availability, adequacy and relevance of instructional materials in classrooms can influence quality teaching, which can have positive effect on students’ learning and academic performance. The insight from Farombi on linking instructional resources to students’ academic performance serve critical in the provision of quality education. According to Oni (2018), instructional resources are teachers’ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional material. This allows students to learn more comfortably therefore influencing positively their academic performance. Instructional materials are sometimes lacking, not available or not suitable. This is because they are very expensive and some are sophisticated to come by in our local environment. However, the student teachers should endeavour to improvise most of the materials with available materials in and around the school and in the domestic environment. Improvisation of instructional materials and equipment becomes necessary when their originals are not readily available. For this reason, students teachers should make use of raw materials in the environment, waste and realizable material, and students’ collection, and assistance from the local repairers like carpenter, painter, blacksmith, etc in facilitating improvisation of instructional materials to aid meaningful teaching and learning.

Learning is facilitated and consolidated effectively when instructional materials are selected, properly organized, relevant and adequately structured into the lesson activities. When students have access to instructional materials, learning retention has more permanent impression created in their minds than when verbal instructions are given out like the lecture methods often used by teachers in Nigerian institutions (Agogo, 2020). The task of the student teacher therefore is to realize that verbal language is no longer enough, he must master the use of concrete materials to present concepts, principles, laws and theories to the students.

Writing on the role of instructional materials in teaching and learning, Balogun (2020) commented that science education programmes cannot be taught effectively without the existence of equipment for teaching. This is because instructional materials help those who learn to develop problem-solving skills and scientific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (2021) emphasize that when instructional materials are provided to meet relative needs of teaching process, students will have access to the reference materials mentioned by the teacher, and also each student will be able to learn at his or her own pace. The overall result is that students will perform much better. instructional materials are essential tools in learning every subject in the school curriculum. They allow the students to interact with words, symbols and ideas in ways that develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media and technology. According to Faize and Dahan (2011) instructional materials are print and non-print items that are designed to impact information to students in the educational process. Instructional materials include items such as prints, textbooks, magazines, newspapers, slides, pictures, workbooks, electronic media, among others. Instructional materials play a very important role in the teaching-learning process the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching guide, science guide, audio-visual aids, overhead projector, among others are the important instructional materials (Yusuf, 2018), However many facilities are missing in approximately almost all secondary schools in the state. According to Raw (2017) the first instructional material is the textbook. Various definitions to textbook emphasize the role of textbook as tool for learning. Textbook is the nucleus to all the learning activities related to a particular curriculum. Textbook plays a vital role in imparting knowledge to the students in the third world countries.

Yusuf (2018) further said that, the next instructional materials are the chalkboards. The chalkboard is the teaching aid that teachers frequently used; particularly during the lectures and discussions. There are different kinds such as, blackboard, maker board, write board, felt board and magic board. The teachers use it in classrooms to write the important words, statement, to draw diagrams, figures and maps. Other prominent instructional material include; mathematics kits. This is usually study kit; it is a box containing a variety of visual aids artistically assembles and displayed pertaining to a single topic (Nichollos, 2020). There are also science kits. Science kit is a study kit for science subjects such as; physics, chemistry, and biology. It includes all the necessary aids useful for the teaching of science subjects like charts, maps, and apparatus, among others. According to Raw (2017), teaching guide as an aid or material is a booklet provided to teachers. It provides guidance to teachers about the matters regarding teaching learning process completely. Raw (2017) also said that Audio-visual aids are the teaching aids use for the teaching learning process. It assists in the teaching-learning processes. The use of audio visual aids. It can be used to encourage teaching and learning activities. It can also help to reduce the rate of forgetting example of this, include maps, graph, diagrams among others.

In another development, the use of instructional materials makes dierent continents to shape their rules and regulations, to accommodate the other. This they do by providing them with the socio-cultural and political differences and how to adjust the traditional socio-cultural and political ways and accommodate another. An instructional material makes adult learners understand more easily when the teacher makes use of working model. It makes the teachers task easier and more effective. Olardi (2019) has highlighted the impact of instructional materials that teachers use to improve the adult learners from understanding and perception of the subject as an enhanced aids. It brings clarity and creates recognition that allow them to have a realistic hand and a total knowledge of the subject. It enhanced learning, improve the competence of learners and makes learning more meaningful to adult learners. Teaching and learning through the use of instructional materials facilitates, stimulates and aids adult learners to take active interest in any topic introduced by the teaching. In structural materials has emotional impact on the adult learners of and affects their attitude towards what is presented as the topic to study by the teacher. It provides both the teacher and adult learners with relevance and meaningful source of information. Kay (2018), Instructional materials stimulate the adult learners desire to learn. It assist learning process by making assimilation and memorization of materials easy. Also, it helps to hold attention, include greater acquisition and, as well as objectives which may be in accessible to many adult learners. An instructional material makes learning available to a wider audience, control the pace of learning, promote better understanding and help to overcome physical difficulties in presenting the subject content.

Different kinds of instructional materials are used to enhance students’ academic performance in social studies. According to Femi (2021), some of the instructional materials used in teaching social studies are textbooks, reference books, charts, maps, diagrams, posters, videos, documentaries, simulations, multimedia, internet resources, educational software, models, and artifacts. Textbooks remain the most widely used instructional material, providing a structured approach to the subject. They offer a detailed explanation of concepts, historical timelines, and case studies that guide both teachers and students (Ajayi, 2014). In social studies, textbooks often contain primary source documents, discussion questions, and summaries that help students synthesize information and apply it to real-world situations (Adeyemi & Ajibade, 2011). Visual materials are particularly valuable for subjects like social studies, which often deal with geography, historical events, and sociopolitical dynamics. Maps, for example, help students understand geographical locations, migration patterns, and territorial changes over time. Charts and diagrams, meanwhile, break down complex data into more digestible visual representations, such as population growth charts or diagrams of government structures (Ogunleye, 2014). Posters illustrating key historical events or important political figures also help reinforce memory through imagery. The use of audio-visual tools has gained significant ground with the advent of modern technology. Documentaries and historical videos offer students the opportunity to visually experience the past, bringing historical narratives to life in a way that purely textual descriptions cannot. For instance, students studying significant events like the Civil Rights Movement or World War II may benefit from watching video footage, which adds a layer of emotional and human understanding to the subject matter (Ajayi, 2014).

Additionally, simulations and role-playing scenarios can help students understand complex social issues by immersing them in decision-making processes, such as simulating debates on democracy or governance. The use of technology in education has revolutionized how social studies is taught. With the rise of the internet and educational software, students have access to an abundance of real-time information. For example, digital maps and interactive timelines allow students to explore historical events from multiple perspectives. Platforms like Google Earth enable students to explore geography in a virtual environment, fostering a deeper connection with distant places and events. Additionally, educational software that incorporates quizzes, games, and interactive exercises can enhance the learning experience by making abstract concepts more tangible (Aina, 2013). Real-life artifacts, such as historical documents, models of landmarks, or replicas of ancient tools, provide hands-on learning experiences. When students interact with these objects, they can form a more tangible connection with the subject matter. For instance, handling a replica of a historical artifact, such as an ancient tool or a piece of pottery, allows students to physically engage with history, making it more relatable and memorable (Adeyemi & Ajibade, 2011).

The availability and utilization of instructional materials are critical to improving the academic advancement of secondary school students in Social Studies. Insufficient funding is a significant challenge. Schools often face budgetary restrictions, limiting the acquisition of modern instructional materials such as textbooks, visual aids, and digital resources (Obanya, 2014). This lack of funding restricts teachers’ ability to fully engage students in interactive learning. The effectiveness of instructional materials also depends on teachers’ competence in utilizing them. In many cases, teachers may lack adequate training on integrating instructional materials into their teaching methods. As a result, even when materials are available, their potential impact on students’ learning may not be fully realized (Adedeji, 2018). The condition of school infrastructure in Oshimili South affects how well instructional materials can be used. Poor classroom settings, lack of storage facilities, and inadequate technology hinder the proper utilization of available resources (Adewale & Sanni, 2015).

Hence the need to the need to assess the availability and utilization of social studies instructional materials and secondary school students’ academic advancement in Oshimili South Local Government Area of Delta State.

1.2 Statement of the Problem

The use of instructional materials has lots of general benefits that guides a greater impact in teaching and learning process. The teachers level of resourcefulness, creativity, and imagination is credited to the achievement of quality education. These are expressed in how well the teacher is able to perceive, create and use the relevant information that can enhance and promote effective teaching and learning activities. There is a fair use of instructional materials which makes teaching and learning activities mere theoretical, abstract and ineffective. The issue of whether instructional materials provide the necessary knowledge is widely recognized in the central role the assimilation and retention of information it makes available to a wider audience. Instructional materials is a major determining variables that control the pace of learning. It has to do with the creation of an environment in which adult learners can develop their full potentials and lead productive lives in accordance with the demands of their interest and needs either as individuals or as group within the society.

The role of instructional materials in enhancing students’ academic making teaching and learning process more concrete and real cannot be overemphasized. This is because instructional materials have been found to be viable tools in the hands of facilitators for enhancing students’ academic performance. It helps to arrest and sustain learner’s attention all through the lesson thereby bringing about positive change in behaviour. It is against the light of the above that this study is carried out to the assess the availability and utilization of social studies instructional materials and secondary school students’ academic advancement in Oshimili South Local Government Area of Delta State

2.3 Aims and Objectives of the Study

The main purpose of this study is assess the availability and utilization of social studies instructional materials and secondary school students’ academic advancement in Oshimili South Local Government Area of Delta State. Specifically, the study sought to:

1. Identify the instructional materials available for social studies instructional materials and secondary school Oshimili South Local Government Area.
2. Ascertain the extent of utilization of instructional materials available for social studies instructional materials and secondary school Oshimili South Local Government Area
3. Examine influence of utilization of social studies instructional materials on secondary school students’ academic advancement in Oshimili South Local Government.
4. Determine the factors affecting the availability and utilization of social studies instructional materials in enhancing secondary school students’ academic advancement in Oshimili South Local Government.

2.4 Research Questions

The following research questions guided the conduct of the study.

1. What are the instructional materials available for social studies instructional materials and secondary school Oshimili South Local Government Area?
2. To what extent are instructional materials utilized for social studies instructional materials and secondary school Oshimili South Local Government Area?
3. How does the utilization of social studies instructional materials influence secondary school students’ academic advancement in Oshimili South Local Government Area?
4. What Are the factors affecting the availability and utilization of social studies instructional materials in enhancing secondary school students’ academic advancement in Oshimili South Local Government Area?
   • Significance of the Study

The study could be of immense benefit to students, teachers, school management and future researchers.

The study would show how the availability and proper use of these materials contribute to better student engagement, comprehension, and retention, leading to improved academic performance. The study can reveal where schools lack sufficient Social Studies instructional materials, enabling policymakers and school administrators to focus on providing resources to under-resourced schools. By identifying these gaps, the study could help promote equity in education and provide all students with equal opportunities for success. This study can show how instructional materials aid teachers in delivering content more effectively, which is crucial for fostering a deeper understanding of the subject matter among students. The study can provide data to support more robust curriculum development that integrates diverse instructional materials, ensuring that Social Studies education is practical and relatable to students. Insights from the research can be used by policymakers to advocate for educational reforms that emphasize the importance of instructional resources. The study may highlight how the lack or ineffective use of materials limits students’ ability to engage critically with the subject. The study could uncover disparities in access to quality instructional materials between urban and rural schools or between public and private schools. It can support initiatives aimed at reducing such inequalities, ensuring that all students, regardless of their background, have access to the tools necessary for their academic growth. The study contributes to the broader field of educational research by providing empirical data on how instructional materials influence student learning. This can serve as a reference for future studies and help researchers understand the complex relationships between resources, teaching methods, and student outcomes.

The study would help teachers understand how the use of varied instructional materials can make lessons more engaging and effective. It emphasizes the importance of using diverse tools like textbooks, multimedia, and hands-on activities to clarify concepts and create a more dynamic classroom environment. Teachers can use the findings to develop instructional strategies that cater to students with different learning styles and needs. Having access to a variety of materials allows teachers to personalize instruction, which can improve comprehension and retention for all students. The study would underscore how instructional materials help to maintain students’ interest in Social Studies, thereby making classroom management easier and increasing student engagement. Teachers can use the study’s insights to refine their teaching practices, particularly in integrating materials effectively. It can also encourage teachers to seek further professional development on the use of instructional technologies and innovative teaching aids, ultimately improving their teaching skills. The study can guide teachers on how to maximize the limited resources they have and how to creatively utilize available instructional materials. This can help in time management during lesson planning, as teachers can rely on materials that simplify complex topics and save time in explaining abstract concepts. The study would show how the proper use of instructional materials contributes to students’ academic success, reflecting positively on teachers. When students perform better, it is a testament to the effectiveness of the teacher’s instruction, reinforcing the importance of using materials to support learning. Teachers can use the study to understand the benefits of shifting from traditional, teacher-centered approaches to more student-centered learning. Instructional materials, especially those that encourage group activities, project-based learning, and discussions, can help students take more responsibility for their learning. The findings from such a study can give teachers evidence to advocate for more instructional materials in their schools. Teachers can use data from the study to communicate with school administrators and policymakers about the need for better funding and resources in Social Studies education.

The study provides school management with data-driven insights into where instructional materials are lacking and how these gaps impact students’ academic progress. This information helps management make informed decisions on budget allocation, ensuring that resources are directed where they are most needed. The study highlights how proper use of instructional materials can enhance student understanding and academic performance in Social Studies. By investing in the necessary materials, school management can foster an environment where students perform better academically, reflecting positively on the school’s overall performance metrics.  School management can use the study’s findings to provide teachers with the resources and tools they need to improve instructional quality. Properly equipped teachers are more likely to deliver effective, engaging lessons, leading to improved student outcomes and overall school reputation. The study can reveal disparities in resource distribution among different departments or classes. School management can use this information to ensure that all Social Studies classes have equitable access to instructional materials, promoting fairness and inclusivity within the school system. The study equips school management with a clear understanding of the instructional materials needed for Social Studies education. This information helps in the development of long-term procurement plans and partnerships with educational suppliers or government agencies to secure the necessary resources. The study helps management identify which materials are most effective for the curriculum, ensuring that the subject is taught in a way that aligns with national educational standards and goals. The study provides empirical evidence to justify budgetary requests for instructional materials. Management can use the findings to secure additional funding from government bodies, non-governmental organizations (NGOs), or private donors to enhance Social Studies instruction. The study may emphasize the need for modern instructional materials, such as digital tools, e-learning platforms, and multimedia resources. School management can use this information to advocate for technological upgrades, preparing the school for future educational trends and improving the learning environment. The study may reveal gaps in the school’s compliance with educational policies regarding resource provision. School management can use this information to ensure that the school is adhering to national educational standards and policies, thereby avoiding penalties or losing accreditation. The findings of the study may highlight the need for further teacher training in utilizing instructional materials effectively. Management can use this as a basis to organize professional development programs that equip teachers with the necessary skills to integrate these materials into their teaching.

The study can provide foundational data on the relationship between instructional materials and academic performance in Social Studies, which future researchers can build upon. It helps to fill existing gaps in the literature, particularly in the context of resource availability and utilization in secondary education. Future researchers can use the empirical evidence gathered in this study as a reference point for conducting comparative research. For instance, they may compare findings across different regions, educational systems, or subjects to draw broader conclusions on how instructional materials affect student learning outcomes. This research can help future scholars develop new questions related to instructional materials, such as the impact of digital versus traditional materials, gender differences in access to resources, or how specific types of materials contribute to different learning outcomes in Social Studies. Future researchers can benefit from the study’s methodology, especially regarding data collection techniques, such as surveys, classroom observations, and interviews. By examining the research design, they can refine their own methodologies, improve sampling techniques, or explore new ways of measuring the impact of instructional materials. This study can serve as a foundation for future research on educational policies, particularly around resource distribution, curriculum design, and equity in education. Researchers can explore the implications of the study’s findings for educational policy and how reforms in instructional material provision could enhance overall student achievement. The study provides a platform for future researchers to examine how the availability and use of Social Studies instructional materials vary across different regions, such as urban vs. rural schools or different countries. This can lead to a deeper understanding of the global and regional challenges in education. Future researchers can use this study to foster interdisciplinary work, linking education research with fields such as educational technology, sociology, psychology, and economics. For example, the economic implications of resource allocation or the psychological impact of inadequate materials on student motivation and performance could be explored. The study may contribute to refining or challenging existing educational theories related to learning materials and academic achievement. Future researchers can analyze its findings in light of educational theories such as constructivism, behaviorism, or cognitive load theory, thus expanding theoretical understanding. The research can serve as a starting point for longitudinal studies that track how the availability and use of instructional materials affect students over time.

Future researchers can investigate the long-term academic, social, and career outcomes for students who had access to better instructional materials in secondary school. The study’s findings can align with global educational development goals, such as the United Nations’ Sustainable Development Goal 4, which focuses on ensuring inclusive and equitable quality education. Future researchers can link their work to international educational agendas, making contributions to broader initiatives that aim to improve education systems worldwide. The findings could encourage future research aimed at policy advocacy, where scholars investigate how the results of studies like this can be used to influence government or educational stakeholders. This includes researching ways to use the data for campaigns to improve funding for instructional materials. The study offers a basis for international collaboration between researchers who focus on education across different regions or nations. Comparative studies that examine instructional material use in various educational contexts can promote knowledge exchange and global cooperation in addressing educational challenges.

1.6 Delimitation of the Study

This study focused on assessing the availability and utilization of social studies instructional materials and secondary school students’ academic advancement. The study is delimited to public junior secondary schools in Oshimili South Local Government Area of Delta State. With particular reference to the availability of instructional materials, extent of utilization of instructional materials, influence on students’ academic performance and factors affecting the effective utilization.

1.7 Area of the Study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of adult literacy centres. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

2.8 Definition of Terms

Social Studies:: Social Studies is an integrated subject that combines knowledge from various disciplines, such as history, geography, economics, political science, and sociology, to help students understand human society, relationships, and the environment.

Instructional Materials: Instructional materials refer to the resources used by teachers to facilitate learning and teaching in the classroom. These can include textbooks, visual aids, charts, digital resources, models, and any other materials that help convey information or support students’ understanding of a subject.

Academic Advancement: Academic advancement refers to the progress students make in their education, usually measured by their success in meeting learning goals, improving academic skills, and moving through educational levels or systems (such as from one grade to the next or from secondary to higher education).

Secondary School: Secondary school is the educational stage that follows primary education and typically includes students aged 12 to 18. It is divided into lower secondary (junior secondary) and upper secondary (senior secondary) levels. In many systems, it serves as the last stage of compulsory education before tertiary education or vocational training.

Availability: Availability refers to the presence or accessibility of resources, services, or materials when needed. In education, this can pertain to whether facilities, teachers, instructional materials, or other supports are provided to meet the needs of students.

Utilization: Utilization refers to the effective use of available resources to achieve a desired outcome. In education, this often means how well instructional materials, facilities, or educational tools are being used by teachers and students to facilitate learning and improve educational outcomes.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.