Improvisation and Integration of local instructional materials in junior secondary schools in Niger state, Minna

Abstract

Improvisation and integration of Local instructional materials in the teaching and learning of social studies in the Junior Secondary School was investigated. Four research questions and two hypothesis were formulated and tested at 0.05 significant levels. Population for the study comprised all Junior Secondary school social studies teachers numbering 32 and 4.25 junior secondary school two (JSS 2) students in Minna municipal council of Niger State. Sample size consisted al the 32 Social studies teachers and 200 social studies students from the 10 Junior Secondary schools in the municipality. The students were selected using simple random sampling technique. The instruments for data collection were social studies teachers questionnaire (SSTQ) and social studies students questionnaire (SSSQ). Data collected were analyzed using simple percentages and mean. The instruments were subjected to a test technique, and a positive result of 071 was satisfactorily recorded using Pearson product moment correlation coefficient. Results of the analysis showed that the improvisation and integration of instructional materials in the Junior Secondary schools were at its lowest ebb. There was no gender influence in the improvisation and integration. Among the recommendations made was that understanding and development of indigenous art technology, aesthetics, beliefs, values and attitudes should be intensified so that the social studies students would not be denied the opportunity & meaningful learning interactions.