COVER PAGE

FACTORS MILITATING AGAINST THE USE OF INSTRUCTIONAL

MATERIALS IN TEACHING AND LEARNING BUSINESS STUDIES IN
SOME SELECTED JUNIOR SECONDARY SCHOOLS IN GASHUA

BY

DEPARTMENT OF BUSINESS STUDIES EDUCATION,

DIRECTORATE OF DEGREE PROGRAMME,
UMAR SULEIMAN COLLEGE OF EDUCATION GASHUA
AFFILIATED TO THE UNIVERSITY OF MAIDUGURI,

MAY, 2023

1
 TITLE PAGE

FACTORS MILITATING AGAINST THE USE OF INSTRUCTIONAL

MATERIALS IN TEACHING AND LEARNING BUSINESS STUDIES IN
SOME SELECTED JUNIOR SECONDARY SCHOOLS IN GASHUA

BY

BEING A FINAL YEAR PROJECT SUBMITTED TO THE

DEPARTMENT OF BUSINESS STUDIES DIRECTORATE OF DEGREE
PROGRAMME, UMAR SULEIMAN COLLEGE OF EDUCATION
GASHUA AFFILIATED TO THE UNIVERSITY OF MAIDUGURI, IN
PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD
OF BACHELOR OF SCIENCE DEGREE B.SC (ED) BUSINESS
STUDIES

MAY, 2023

2
 APPROVAL PAGE

This project work has been read and approved as meeting the requirement

of the Department of Business Studies Education, Directorate of Degree

Programme, Umar Suleiman College of Education Gashua, Affiliated to the

University of Maiduguri, in partial fulfilment of the requirement for the award

of Bachelor of Science Degree in Business Studies .

Project Supervisor:

Name: _____________________________

Sign: ______________________________

Date:______________________________

Head of Department:

Name: _____________________________

Sign: ______________________________

Date:______________________________

External Supervisor:

Name: _____________________________

Sign: ______________________________

Date:______________________________

3
 DEDICATION

This project work is dedicated exclusively to my beloved parents for their

love and caring throughout my life time

4
 ACKNOWLEDGEMENT

. I am very grateful to God for the successfully through all difficulties

associated with higher education. I also thanks Him for the grace He gave me to

see the end of my degree programme.

I am very grateful to my supervisor for the patience and understanding he

showed throughout the course of writing this project work.

I am also grateful to my parents for their love and care to see this

programme has come to an end. I am so grateful to my brothers and sisters who

identified with me and contributed to the successful end of this programme in

one way or the other.

Finally I want to thanks all those who contributed in one way or the other

towards the success of this work and whose name was not mentioned here.

5
 ABSTRACT
This research factor militating against the use of instructional material in
teaching and learning Business Studies in some selected junior secondary
schools in Gashua, simple random and purposive sampling techniques were
employed in selecting the respondents the instrument for collecting the data was
the use of questionnaire design for both teacher and students. The result of
study showed that students taught using instructional materials perform better
than those who were not taught using instructional materials. The study
therefore recommends that the use of instructional materials should be
emphasized in the proper teaching and learning of Business Studies in our some
selected junior secondary schools in the area.

6
 TABLE OF CONTENTS
Title page
Approval page
Dedication
Acknowledgement
Abstract
Table of contents

CHAPTER ONE: INTRODUCTION

1.1Background of the study
1.2Statement of the research problem
1.3Aim and objective of the study
1.4Significance of the study
1.5Research questions
1.6Scope and limitation of the study
1.7Operational definition of terms

CHAPTER TWO: LITERATURE REVIEW OF RELATED

2.0Introduction
2.1Concept of Business Studies
2.2Importance of Business Studies
2.3Concept of Teaching
2.4Concept of learning
2.5Concept of instructional material
2.6Types of instructional materials
2.7Importance instructional material
2.8Problem associated with instructional materials
2.9Solution to the problems

7
CHAPTER THREE: RESEARCH METHODOLOGY
3.0Introduction
3.1Research Design
3.2Types of Data
3.3Sources of Data
3.4Method of Data Collection
3.4.1 Population for the Study
3.4.2 Sample for the study
3.4.3 Sampling techniques
3.4.4 Instrument for data collection
3.4.4.1 Validity of the instrument
3.4.4.2 Reliability of the instrument

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.0Introduction
4.1Data presentation
4.2Discussion of findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND

RECOMMENDATION
5.0Introduction
5.1Summary
5.2Conclusion
5.3Recommendation
5.4Suggestion for further studies
References
Appendixes

8
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Instructional materials are important aspect of education that should be

effectively utilized hence their availability tend to be underutilized in Secondary

Schools in Nigeria and particularly in Bade Local Government Area. Learning

can be defined as the acquisition of knowledge, skills through experiences,

study or by being taught.

The materials being used in teaching are called instructional materials or

teaching aids. They are used to assist in the achievement of the stated

educational goals and objectives. This means that teaching aids are helpful in

teaching and learning and also help developing skills in solving relevant

problems in the subject being taught.

The influence of using instructional materials in promoting students’

academic performance in teaching and learning is indisputable. The teaching of

Business Studies in Nigerian Secondary Schools needs to be properly handled.

Business Studies contributes to the nation’s economic development hence need

to be properly taught if it is to achieve its objectives. The use of instructional

materials in teaching the subject would help improving the quality of teaching

and learning and the academic performance respectively. Instructional materials

which are educational inputs are of great importance to the teaching of any

subject in the school curriculum (Richard, 2011). Emmanuel (2008) was of the

9
opinion that availability and the use of instructional resources would make

discover fact glued firmly to the memory of the students. Ajayi (2009) was of

the opinion that instructional materials make the students enjoy participating in

Business Studies lesson and even make them repeat the activity during their

free time. This enables the learners to keep the idea in their long term memory.

1.2 Statement of the Research Problem

The use of instructional materials in Business Studies instruction has

been widely researched but many questions still remain unanswered. The need

to explore locally available materials as solution to the grossly unavailable

materials in our schools cannot be over emphasized.

Many writers in Business Studies pointed out the gross unavailability of

instructional materials coupled with teachers’ attitudes toward the utilization of

the materials make the teaching of the subject theoretical. There is therefore the

need for the adequate provision and utilization of such materials to make the

teaching of the subject more effective and practical. It is against this

background that this study sought to look into the issue as it affects Bade Local

Government Area Secondary Schools.

1.3 Aim and Objectives of the Study

The aim of this study is to examine the factors militating against the use

of instructional materials in the teaching and learning of Business Studies in

Senior Secondary Schools in Bade Local Government area of Yobe State which

could be achieved through the following objectives.

10
 a. To ascertain the availability or otherwise of Business Studies

instructional materials in the Senior Secondary Schools in the study area.

b. To determine the frequency of the utilization of the instructional materials

in teaching Business Studies in the study area.

c. To identify the problems associated with the use of instructional materials

in teaching Business Studies in the study area.

1.4 Significance of the Study

It is hoped that the study will be significant to the students, teachers,

government and stakeholders in education. On the part of the students it will

make it easier for them to understand the subject as they may be involved in

finding solutions to the problems at hand. On the part of the teachers, the

provision of the materials will simplify their job as the materials will be

adequately provided. For the government and stakeholders in education, they

will be better informed of the effect of non-availability of such materials on the

students’ achievement.

1.5 Research Questions

The researcher posed the following to serve as his research questions:

a. Do you use instructional materials in teaching your subject?

b. Are you interested in using them always?

c. Are the materials always available for you to use?

d. What problems do you face in using the materials?

e. How do you think can these problems be overcomed?

11
1.6 Scope and Limitation of the Study

The study will cover the Senior Secondary Schools offering Business

Studies in Bade Local Government Area of Yobe State. It is limited to

assessing the factors militating against the use of instructional materials in the

teaching and learning of Business Studies in Bade Local Government Area of

Yobe State. This is because the area in the researcher’s home town and the case

of collecting data.

1.7 Operational Definition of Terms

The following gives the meaning of the terms as they are used in this

write-up.

Instructional Materials:- These are materials or items that teachers use to

make their lesson more interesting and understandable.

Business Studies :- One of the social science subjects taught in Senior

Secondary School and beyond.

Teaching:- An act of giving instruction to an individual.

Learning:- The process of acquiring new understanding, knowledge,

behaviour, skill, value, attitude and preference.

Bade:- One of the seventeen (17) Local Government Areas in Yobe State, north

eastern part of Nigeria.

12
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

In this chapter the study reviewed a number of related literatures found

useful and having direct impact on the present research work. The reviewed

literatures covered the following subheadings; concept of Business Studies ,

importance of Business Studies , concept of teaching, concept of learning,

concept of instructional material, types of instructional materials, importance of

instructional materials, problems associated with the provision of instructional

materials and solutions to the problems.

2.1 Concept of Business Studies

The word Business Studies is more than mere description of the business.

Hence, it is better defined as the study of people, their activities, places and

physical things within the earth. Business Studies deals with the study of

different people in different locations of the earth including their activities like

mining, agriculture, fishing, manufacturing and construction. Business Studies

also deals with the study of physical things within the earth such as rocks,

mountains, plains, oceans, rivers, climate, vegetation, soils, atmosphere etc.

(Iwena, 2012).

According to them the purpose of Business Studies was to provide a

description of the physical features of businesses and conditions of different

13
parts of the world. This give rise to the point of view that Business Studies is a

physical science.

2.2 Importance of Business Studies

According to Clark (2015), the importance of Business Studies extends

beyond the subject itself. Business Studies allows students to integrate their

training across different subjects such as those in the science, humanities and

the arts. Business Studies helps to increase students’ scientific literacy which

can be useful throughout their life.

It also provides a bridge to the modern science by providing and engaging

a tangible way of applying its principles which can open up the area to students

who may have otherwise not pursued it. It also provides students with a sense of

global citizenship which they can apply throughout their lives and career.

Business Studies is more than maps, compasses and mountain ranges.

According to Clark (2021), Business Studies is the study of places and the

relationship between people and their environment. The importance of Business

Studies doesn’t just come from understanding the physical properties of the

world, although that is of course important in its own right. It also connects

people to their environment. The ability to understand this connectedness makes

Business Studies an important part of education and the understanding of the

world around us.

The Business Studies of a region affects the lifestyle of its inhabitants;

the geographical condition of a region influences its culture. They have a deep

14
impact on the social and cultural norms of people. The Business Studies of a

region has direct effect on the art forms, the literature, the food habit, science

and so on. According to Kant (1956) cited in (Sigh 2014), the aim of Business

Studies is to explain the variations found in various parts of the earth and

emphasized that incidents and active relations are especially important in

Business Studies . Business Studies is a science related to nature and it studies

and describes all things found on the earth’s surface.

Business Studies plays a key role in industrialization and other sectors of

the economy. Business Studies is a practical based subject which gives students

skills that are useful in solving day-to-day problems of life. The study of

Business Studies aims at providing the learners with the necessary knowledge

with which to control or change the environment for the benefit of an

individual, family or community (Kelman, 2014). The importance of Business

Studies to humanity as outlined by Iwena (2017) are as follows:

a. To study the way of life other people:- Business Studies enable us to

study the way of life of other people in other parts of the world.

Without Business Studies , it would have been difficult to know the

existence and way of life of the American’s, the Briton’s, the

Brazilians and Japanese.

b. To study the physical features around us:- Business Studies enable us

to study the physical things around us such as soil, vegetation, climate,

15
 rivers, oceans, mountains, water cycles, vegetation, earth -sun

relationships.

c. To study the social environment around us:- Business Studies helps

us to study the social around us such as schools churches, markets and

masjids.

d. Business Studies has helped us to know the resources of other regions

or countries and this has assisted us to engage in both internal and

external trade.

e. It enable us to understand other areas of other subject like vegetation

and soil in agriculture, ecology and food chain in Biology, population,

industries and trade in Economics.

The importance of Business Studies to humanity has been outlined by

Nzewi and Nwosu (2010) as follows:

a. The learning of Business Studies helps us to understand the basic

physical systems that affect our everyday life; earth-sun relationship,

water cycles, ocean currents and wind.

b. The learning of Business Studies helps us to learn the location of

places and the physical and cultural characteristics of these places in

order to know how human needs are influenced.

c. The learning of Business Studies helps us to understand changes in

the weather and climate and the factors affecting these changes in

order to know how human needs are influenced.

16
 d. The learning of Business Studies helps us to appreciate earth as the

homeland of mankind and provide insight for wise management

decisions about how the planet’s resources should be used.

The importance of Business Studies has been outlined by Ajayi (2016) as

follows;

a) Business Studies as a subject exposes people to different careers from

which they can earn a living.

b) The study of Business Studies enables one to understand what goes on in

his immediate environment.

c) The study of Business Studies broadens ones knowledge about other

fields of study.

d) Business Studies as a field of study enables one to know more about the

various things in our physical environment and their relevance to our

lives.

Kelman (2014) identified the importance of Business Studies as follows:

a. Business Studies plays a key role in industrialization and other sectors of

the economy.

b. Business Studies is a practical based subject which gives students skills

that are useful in solving day to day problems of life.

17
 c. The study of Business Studies aims at providing the learner with the

necessary knowledge with which to control or change the environment

for the benefit of an individual family or community.

According to Abass (2011) Business Studies is important in the following

ways:

a. Understanding globalization.

b. It forms an important link between natural and social sciences.

c. Business Studies provokes and0 answers question about the natural

and human world.

d. It enables one to travel smartly.

e. In the study of Business Studies we encounter different societies and

cultures.

f. It helps us to realize how nations rely on each other.

2.3 Concept of Teaching

Teaching is a process in which one individual teaches or instruct another

individual. Teaching is considered as the act of imparting instruction to the

learners in the classroom situation. It is watching systematically. According to

Jackson (2012) teaching is a face to face encounter between two or more

persons, one of whom (teacher) intends to effect certain changes in the other

participants (students). Hough, James and Duncan (2019) see teaching as an

activity with four phases; the curriculum, planning phase, instructing phase and

18
evaluating phase. This definition presents the organizational aspect by which we

can describe and analyse the teaching process. According to Clark (2021)

teaching refers to activities that are designed to change pupils’ behaviour. To

Green (2017) teaching is performed for the development of a child. According

to Monson (2009) teaching is an intimate contact between a more matured

personality and a less matured one which is designed to further the education of

the latter.

2.4 Concept of Learning

Learning is natural to all organisms including both human and animals;

learning affects a child’s development. A child learns new habits only through

the process of learning and through imitated traditions and customs; intellectual

skills are also developed through learning. Gestalt (2008) views the basis of

learning as to gain knowledge after observing the whole structure. Responding

towards the entire situation is learning.

Lewis (2018) presented the field view of learning and explained learning

as the direct cognitive organization of a situation. Motivation has a significant

role and place in learning According to Wood (2013), the process of acquiring

new knowledge and new response is the process of learning. According to Boaz

(2014) learning is a process by which the individual acquires basic knowledge

and acquire various habits, knowledge and attitude that are necessary to meet

the demands of life in general. According to Garry (2020) learning is a process

by which behaviours are originated or changed through practice or training.

19
2.5 Concept of Instructional Materials

Instructional materials are educational resources used to improve

students’ knowledge, abilities and skills to monitor their assimilation of

information and to contribute to their overall development and upbringing.

According to Emma and Ajayi (2007) instructional materials are those things

which help in the teaching and learning process. They help to promote

understanding of the concept and generalization by making a lesson realistic.

Any teacher who has the interest of the students in mind is bound to think of the

ways and means he will employ to make his teaching and learning process more

effective and interesting to the students. Instructional materials which are

educational inputs are of vital importance to the teaching of any subject in the

school curriculum. Wales (2008) was of the opinion that the use of instructional

materials would make desired facts glued firmly to the memory of the students.

The school environment has been described as an organization where

materials are produced, managed and organized in such as a way that enable the

students to acquire desirable learning and competencies. The process of

managing and organizing materials in teaching brings about fruitful learning

since it stimulates students sense as well motivate them.

Donfoster and Lock (2009) defined instructional material as anything

which serve as an object of study which may facilitate learning process. He

added that instructional materials include anything that brings about success in

the classroom. Instructional materials used in classroom include books,

20
newspapers, video, computer and so on. According to Ugonabo (2008)

instructional material is anything which helps the teacher and student and

maximizes learning in various areas. Such materials include chalkboard, sheet,

slide, walking models among others. Gargner and Thomas (2009) see

instructional materials as those materials which help to convey the intended

message effectively and meaningfully to learners so that the learner understands

and equally applies the experience required to achieve overall educational goal.

2.6 Types of Instructional Materials

Uchenna (2012) stated that there are a number of instructional materials

which teachers frequently use and are more familiar with. These could be

classified as printed, depending on the type and they cover such range of

facilities like books, sketches, records, magazines, carvings, slides, journals,

documents, libraries, pictures, drawings, life specimen, map e.t.c.

Offorma (2017) identified learning materials to include real life situation,

real objects, symbolic and pictorial representation. They are generally classified

into two-visual and audio-visual. Visual aid refers to an item of illustrative

matter such as a film, slide or model designed to supplement written or spoken

information so that it can be understood more easily. Examples of visual aids

include objects, images, diagrams, data graphs, charts such as pie charts and

moving images such as video. Audio visual aids refer to training or educational

materials directed at both the sense of hearing and the sense of sight. Examples

21
of audio-visual aids include videos, music clips, flip charts, film recordings,

photographs slideshow presentation and overhead transparencies (Nate, 2011).

Onwuzu (2008) classified instructional aids into visual and audio-visual

aids. Visual materials include pictures, photographs, flash cards, charts and so

on which appeal to the sense of hearing. Audio-visual aids are the materials and

devices that appeal to the sense of both sight and touch.

Instructional materials are in various classes such as audio, visual and

audio-visual; thus audio materials refer to those devices that make use of the

sense of hearing only like radio, audio tape, slide and filmstrip. Visual aids

appeal to the sense of sight. Audio-visual materials however is a combination of

devices which appeal to the sense of both hearing and seeing such as those used

in the classroom, the visual out-number the combination of the audio and audio-

visual (Oladejo, Olusunde and Ojebisi 2011).

Kagu (2009) classified instructional materials into three basic groups as

follows:

a) Audio materials-these are materials that can appeal to the sense of

hearing such as radio, tape, mp3 and mp4 devices.

b) Visual materials are materials that can appeal to the sense of seeing such

as pictures, charts, posters, slide etc.

c) Audio-visual materials are materials that can appeal to both sense of

hearing and seeing such as television, motion pictures, video, projector

and so on.

22
 This means that instructional material or teaching aid is a conglomeration of

three concepts namely audio, visual and audio visual. The need for teaching

aids in teaching and learning process need to be over emphasized. Audio-

visual materials facilitate learning quickly if properly used. Therefore

teachers must strive to make use of them in their lesson or classroom and

they should be professionally creative to improvise some of these materials

where ready-made ones are lacking.

Bukar and Agana (2015) added that instructional material in its simplest

term can be divided into three groups namely audio, visual and audio-visual.

However, the most important among these types is audio-visual because it

helps the teachers to teach with ease and learners learn without stress.

2.7 Importance of instructional Materials

According to Ayot (2009) proper management of audio-visual aids can

improve teaching and learning processes in educational instruction. Audio-

visual aid enhances teachers’ ability to present the lesson in a simple effective

and easily understandable way for the students to learn. Robert (2009) said that

the role of instructional materials is to assist the students in achieving learning

objectives. Mass (2011) pointed out that instructional materials provide

stimulant for perceptual learning. It also helps to stimulate creative expression

on the part of the teacher. Rebcot (2010) said that the effective use of

instructional materials assist the teacher in achieving learning objectives. Orji

23
(2010) asserted that the teacher use to motivate and arouse students’ desire to

learn through the use of instructional materials.

Instructional materials play a significant role in helping the child to learn

and develop mentally. This applies to classroom training where you are

physically present before your student, or conducting a virtual setting. Pictorial,

colourful instructional materials, along with regular textbooks and workbooks,

ensure the child is fully engaged and finds all the learning topics interesting

enough.

You could just state facts verbally or write few lines on blackboard or

whiteboard as part of your teaching technique or, you could use colourful

teaching aids and instructional materials that are interactive and fun. Certainly,

the latter is more useful in explaining basic principles and teaching the young

ones their subjects.

2.8 Problems Associated with the Use of Instructional Materials

Joseph (2011) opined that few reasons why improvisation has not been

implemented as effectively as possible depends on the various processes of

teaching and learning. He opined that some Business Studies teachers find it

difficult to locate the necessary or readily available material in the local

environment. He further maintained that lack of technical know is another

setback that hinders the utilization of instructional materials hence they do not

24
improvise in the absence of the original materials. He further contended that

financial constraints also impede production of improvised materials. Some of

the needed instructional materials need to be purchased are very expensive for

Business Studies teachers to afford example like ranging pole, rain gauge,

barometer among others. Getting assistance from the locality is another factor

that prevent some Business Studies teacher to employ the service of resource

person which sometime is difficult in reaching or getting such personnel in the

environment in going round to gather materials and information in the

environment to produce the instruction materials, materials much time is spent

than buying ready instructional made ones and thus present teacher from

producing the instruction materials.

2.9 Solution to the Problems

The teaching of Business Studies in Secondary Schools should be

conducted in a manner that students will effectively understand and learn the

concept taught. According to Smith (2009) the Business Studies teachers in

public Secondary Schools in Bade Local Government Area should be sponsored

to attend workshops where they will be taught how to improve and upgrade

their competency in utilization and improvisation of Business Studies

instructional materials. Such workshops could be held by the state government

in collaboration with the State Branch of Association of Nigerian Geographers.

(ANG). According to Green (2011) the government should provide fund for

schools so as to enable them procure the relevant resources for effective

25
teaching and learning of Business Studies . According to Smith (2008)

considering the high cost of some instructional materials, appropriate

management techniques should be adopted for good maintenance of available

school facilities. According to Ajayi (2008) the ministry of education should

regularly supervise schools to make sure that they always meet up the

appropriate standard.

26
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter described the various methods and procedures used to

generate data for the study. It stated the techniques employed by the researcher

to get relevant information on the study such as the research design, types of

data, sources of data, method of data collection and method of data analysis.

3.1 Research Design

This research design employed in this study was quasi-experimental

design. This method was employed because the study was interested in the

outcome of the factors militating against the use of instructional materials in the

teaching and learning of Business Studies .

3.2 Types of Data

The types of data were used for this research include data on bio-

demographic characteristics of the respondents such as age, sex, occupation,

27
level of education etc. The second type of data was data on the factors militating

against the use of instructional materials.

3.3 Sources of Data

The main source of data for this research was the first hand of survey of

the respondents. Other sources deemed necessary were also consulted for

relevant information.

3.4 Method of Data Collection

The methods of data collection for this research involved the various

techniques used in the actual data collection exercise. It included the population

for the study, sample for the study, sampling techniques and the instrument for

data collection.

3.4.1 Population for the Study

According to Njodi and Bwala (2009) population refers to the entire

number of respondents or subject that possesses pertinent characteristics,

attributes or information which the researcher desire for investigation.

Therefore, the population for this study include all the Business Studies

teachers in the Senior Secondary Schools in Bade Local Government Area.

3.4.2 Sample for the Study

The fact that population was a small population, all the Business Studies

teachers were involved in the study.

3.4.3 Sampling Technique

28
 Simple random sampling technique was employed in selecting the

respondents. This was because each and every member of the population has an

equal chance of being selected to represent the population.

3.4.4 Instrument for Data Collection

The instrument for data collection here was structured questionnaire

schedule for Business Studies teachers. They were served with the

questionnaire and allowed to respond which were immediately collected back.

The questionnaire was divided into two parts A and B. Part A pertained to the

bio-demographic characteristics of the respondents such as age, sex, occupation

and so on while part B pertained to questions on factors militating against the

use of instructional materials in the teaching and learning of Business Studies .

3.4.4.1 Validity of the Instrument

The instrument was validated by the project supervisor who made all

corrections and approved it for the research.

3.4.4.2 Reliability of the Instrument

The instrument is reliable as it could be used over and over again without

fear.

3.5 Method for Data Analysis

The researcher used simple table of percentage and frequencies in

analyzing the collected data.

29
CHAPTER FOUR

30
 DATA PRESENTATION AND ANALYSIS

4.0 Introduction

In this chapter the results obtained during the process of data collection

were presented and analyzed in the form of table of frequencies and

percentages. A total number of twenty-five (25) Business Studies teachers were

served with the questionnaire which were carefully filled in and returned. The

results obtained were presented below.

4.1 Data Presentation

Item 1: Age of the Respondents

Table 4.1

Age Group Number of Respondents

Percentage (%)

16 to 25 years 05

20

26 to 30 years 09

36

30 and above years 11

44

Total 25

100

31
 According to table 4.1, five of the respondents representing 20% fall

between the ages of 16 to 25 years, nine representing 36% fall between the ages

of 26 to 30 years while eleven representing 44% fall between the ages of 31 and

above years.

Item 2: Sex of the Respondents

Table 4.2

Sex Number of Respondents

Percentage (%)

Male 23 92

Female 02 08

Total 25 100

According to table 4.2, twenty three of the respondents representing 92%

are male while two representing 8% are female.

Item 4: Educational Qualification of the Respondents

Table 4.3

Qualification Number of Respondents

32
 Percentage (%)

NCE 05 20

First Degree 07 68

Master’s Degree 03 12

Others 00 00

Total 25 100

According to table 4.3, five of the respondents representing 20% are NCE

holders, seven representing 68% are First Degree holders while three

representing 12% are Masters, Degree holders.

Table 4.4

S/N Question Response

Yes No

Number of Number of

Respondents Percentage Respondents

Percentage

1. Are instructional materials

those materials that teachers

use in teaching their subject? 20 80 05

33
20

2. Do you use instructional

materials in teaching? 24 96 01

01

3. Are you always interested in

using the materials? 22 88 03

12

4. Do the materials make the

students more attentive in

the class? 24 96 01

04

5. Are the materials adequately

provided in your school? 09 36 16

64

6. Does lack of the materials affect

your lesson? 23 92 02

08

7. Are you often confronted with

the dearth of the materials? 12 48 13

52

8. If yes, have you ever reported

to the appropriate authority? 15 60 16

34
 40

9. Has there ever been a move

from the government with

regards to the provision of

the materials? 11 44 14

56

10.How do you think can the

materials be adequately

provided in the schools?

According to table 4.4, twenty of the respondents representing 80%

answered that instructional materials are those materials that teachers use in

teaching their subject while five representing 20% answered no. Twenty-four of

the respondents representing 96% answered that they use instructional materials

in teaching and learning of Business Studies while one representing 4%

answered no. Twenty-two of the respondents representing 88% answered that

the teachers are always interested in using the materials in teaching Business

Studies while three representing 12% answered no. Twenty-four of the

respondents representing 96% answered that the materials make the students to

be more attentive in the class while one representing 4% answered no. Nine of

the respondents representing 36% answered that the materials are adequately

provided in their schools while sixteen representing 64% answered no. This

35
indicates that the materials are not adequately provided in the schools. Twenty-

three of the respondents representing 92% answered that lack of instructional

materials affect their lesson while two representing 8% answered no. Twelve of

the respondents representing 48% answered that they are often confronted with

the dearth of the materials while thirteen representing 52% answered no. This

shows that the teachers are confronted with the dearth of the materials in their

respective schools. Fifteen of the respondents representing 60% answered that

they use to report the issue to the appropriate authority while ten representing

40% answered that they do not report the case to any authority. Eleven of the

respondents representing 44% answered that there have ever been a move from

the government with regards to the provision of the instructional materials while

fourteen representing 56% answered that there is no such effort from the side of

the government.

On how the respondents think can the instructional materials be

adequately provided in the schools, some of the respondents suggested that the

teachers should embark on improvisation, some are of the view that government

should provide the materials, others suggested that government and the school

management should improve their effort in ensuring adequate provision of such

materials, others said that Non-Governmental Organizations (NGOs) and

volunteers should come in while others felt that Parent Teachers Association

(PTA) should also not be left behind in the provision of the materials.

4. 2 Discussion of Findings

36
 Instructional materials are those materials that teachers use in teaching

their subject. Teachers in the Secondary Schools in Bade Local Government

Area use instructional materials in teaching Business Studies . They are always

interested in using the materials in the teaching process which make the students

to be more attentive in the class. However the materials are not adequately

provided in the schools and this affects their lesson. They are therefore often

confronted with the dearth of the materials. For those who do not have them,

they use to report the issue to the appropriate authority but in most cases less

effort is made from the government.

As a result of this the teachers suggested that where the materials are not

adequately provided the following steps should be taken: the teachers should

embark on improvisation; the government should provide the materials;

government and the school management should improve their effort in ensuring

adequate provision of such materials; Non-Governmental Organizations

(NGOs) and volunteers should come in or the Parent Teachers Association

(PTA) should also not be left behind in the process.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter dealt with the summary, conclusion and recommendations

based on the findings of the study. It also suggested for further studies in the

area.

37
5.1 Summary

The entire work was broken into five chapters. Chapter one was the

general introduction which looked at the background of the study, statement of

the research problem, aim and objectives of the study, research questions,

significance of the study, scope and limitation of the study and operational

definition of terms. Chapter two was the review of related literature where the

views of different authors were revisited. Chapter three was the methodology

which looked at the various methods involved in collecting the data for the

research. The result obtained in chapter three were presented and analysed in

chapter four while the last chapter which was chapter five summarized,

concluded and gave recommendations based on the findings of the research. It

also suggested for further study in the area.

5.2 Conclusion

The research findings revealed that most of the Secondary Schools in the

area lack the basic Business Studies instructional materials to teach the subject.

The teachers therefore have to sometimes embark on improvisation which used

to be costly and beyond their financial capacity. Where the materials cannot be

gotten, the teachers teach the topics theoretically which could not easily deliver

the required knowledge.

38
5.3 Recommendations

Based on the findings above, the study recommends that:

 The use of instructional materials should be emphasized in the proper

teaching and learning of Business Studies in our Secondary Schools.

 Government should ensure the provision of these materials to boost the

teaching and learning of the subject.

 Where these materials are not provided the teachers should embark on

improvisation to make them available.

 Teachers should also be encouraged to improvise.

5.4 Suggestions for Further Studies

The fact that this study has not covered everything with regards to

Business Studies teaching in the Secondary Schools in the area, it is suggested

that further studies should be conducted on:

a. Impact of using instructional materials in the teaching and learning of

Business Studies in Senior Secondary Schools in Bade Local

Government Area.

b. The effective utilization of instructional materials in teaching Business

Studies in Senior Secondary Schools in Bade Local Government Area.

c. Problems associated with the use of Business Studies instructional

materials in Bade Local Government Area.

39
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 Appendix I

Introductory Letter

Department of Education,

Directorate of Degree Programmes,

(Affiliated to the University of

Maiduguri),

Umar Suleiman College of

Education,

Gashua.

18th May, 2023.

46
Dear Respondent,

I am a final year student of the above named institution conducting a

research on “Factors Militating Against the use of Instructional Materials in

the Teaching and Learning of Business Studies in Senior Secondary Schools

in Bade Local Government Area of Yobe State”.

The research is purely an academic one and will be treated with utmost

confidentiality. Find attached a copy of the questionnaire. Please indicate your

choice by ticking either Yes or No.

Yours Faithfully

Bulama Abubakar

UGG/18/10/027

Appendix II

Questionnaire

Part A: Bio-demographic Characteristics

Age: 16 – 25 years [ ] 26 – 30 years [ ] 31 and above years [

Sex: Male [ ] Female [ ]

Educational Qualification: NCE [ ] First Degree [ ] Masters Degree [ ] Others

[ ]

47
 Part B: Analytic Questions

S/ Questions Yes No

1. Are instructional materials those materials that teachers use

in teaching their subject?

2. Do you use instructional materials in teaching Business

Studies ?

3. Are you always interested in using the materials?

4. Do the materials make the students more attentive in the

class?

5. Are the materials adequately provided in your school?

6. Does lack of the materials affect your lesson?

7. Are you often confronted with the dearth of the materials?

8. If yes, have you ever reported to the appropriate authority?

9. Has there ever been a move from the government with

regards to the provision of the materials?

10. How do you think can be materials be adequately provided

in the schools?

48