IMPACT OF PROGRAMME INSTRUCTION ON INSPIRATION AND EDUCATIONAL PERFORMANCE IN SOCIAL STUDIES AMONG JUNIOR SECONDARY SCHOOLS STUDENTS IN ABAJI AREA COUNCIL, ABUJA

IMPACT OF PROGRAMME INSTRUCTION ON INSPIRATION AND EDUCATIONAL PERFORMANCE IN SOCIAL STUDIES AMONG JUNIOR SECONDARY SCHOOLS STUDENTS IN ABAJI AREA COUNCIL, ABUJA  

Abstract

This study examined the impact of programmed instruction on academic performance and motivation of JSS students in social studies in Abaji Area Council, Abuja, Nigeria. The study was conducted with four research objectives each for academic performance and motivation respectively. Four research questions were asked while four null hypotheses were formulated and tested at P< 0.05; literature related to the study were also reviewed. The study was carried out using universal basic education junior secondary schools in Abaji Area Council, Abuja. To be specific, JSS I students of UBE JSS Abaji, Naharati, Pandagi and Agyana with a population of 621, using quasi-experimental design. The bio-data of the respondents were analyzed with the use of frequency and percentages, while mean and standard deviation was used to answer the research questions. All the four null hypotheses were tested at 0.05% level of significance using t-test. A taste of independent sample used to compare the performance and motivation of students taught social studies using programmed instruction with the performance of the group taught using only the traditional methods. The findings of the study among others revealed a significance difference in the post-test performance and motivation mean scores of students taught social studies using programmed instruction when compared with those taught using the traditional method of instruction that have significant difference in both male and female academic performance and motivation mean scores in favour of programmed instruction method. The first and second null hypotheses that there is no significance difference in the academic performance and motivation mean scores of JSS I students taught social studies using conventional teaching method. Therefore the third and forth null hypotheses that stated no significance were retained. That is to say there was no difference in the mean academic and motivation scores of JSS I students taught social studies using programmed instruction and those taught using conventional teaching method. The study concluded that the academic performance and motivation of students are better and score higher in social studies given text when taught using programmed instruction enhanced method. Thus, based on the conclusion, the study recommended that teachers and students in UBE JSS as well as other levels of education should imbibe the use of programmed instruction method of teaching since it enhances student’s academic performance and motivation in courses of study. That the federal, states and local government as well as philanthropists should ensure the availability of computers and power generation sources in all levels of educational institutions.

CHAPTER ONE

INTRODUCTION

 

1.1 Background to the Study

The term programmed instruction otherwise referred to as programmed learning is a process or techniques of teaching in a sequence of controlled steps, a strategy of presenting new subject matter to students in a graded sequence of controlled steps. students work through the programmed material by themselves at their own speed and after each step they test their comprehension by answering set questions or fill-in-missing items (Iserameiye and Anyasi, 2008). The main objectives of the current National Policy on Education of the Federal Republic of Nigeria which includes among others developing self-reliance, among other citizens, necessitate the inclusion of social studies curriculum, as one of the core subject area to learners in all primary and junior secondary schools must study in the 9years basic education programme. (Usman, 2009).

For example, one amongst the core subjects study at the junior secondary school level that focused societal needs and give consideration to many contemporary issues of local and global concern like drug abuse, child and woman trafficking, family life education, youth unemployment and restiveness, is social studies education. Other societal needs and global issues included in social studies basic education curriculum are HIV/AIDs preventive education, gender, peace and conflict issues, Nigeria people and their culture, the mass media, globalization, Millennium Development Goals (MDGs), National Economic Empowerment and Development Strategies (NEEDS) and host of others (Onuigbo, 2012).

The term classroom instruction otherwise referred to as teaching and learning is very demanding. Because; it is the joy of every professional teacher to ensure permanent change in all the learners at the end of every instruction regardless of the variation in age, and cultural background. Besides, the techniques and approaches employed in social studies education allow effective acquisition and sustenance of desirable attitudes, characteristics of effective citizenry required in a democratic society. The objective of social studies as they are in basic education school’s curriculum, deemphasized teaching and learning characterized with the use of conventional methods such as lecture and expository techniques that most time fails to achieved desired goals of teaching and learning. Teachers of socials studies are increasingly faced with serious instructional problems as student from diverse culture within each class room continues to widen. Onuigbo (2012), posits that

Paterson (2002), “observed that within each class room, different labels such as gifted fast learners and below average student’s faced their teachers daily with hope that their needs will be met. Adding, that conventional teaching methods such as lecture techniques amongst others seem to have failed to adequately equipped teachers with contemporary knowledge, intellect and learning capabilities that adequately cater for the student’s diverse depositories’

(Onuigbo, 2012).

Since one of the main objectives of teaching and learning social studies in our UBE schools is to inculcate disciplines and foster unity among members of our communities with diverse culture. It therefore implies the contents of social studies must be presented in a way that will assist the individual members of Nigeria sociality, their cognitive, affective and psychomotor abilities through enhance and effective teaching and learning approaches so long as these affections are psychological and intellectual defensible. (Okain, 1998).

Beside it is a fact that the rationale behind introduction and inclusion of social studies contents and objectives in our basic education school curriculum is to ensure effective citizenship and moral education so as to enhance National development in Nigeria.

Therefore the contents and objectives of social studies must be presented in a logical and sequential form that will ensure acquisition of moral and social skills that will transmits values such as: religious, political, cultural, moral, social and economic values. Hence social studies approaches and techniques must create impact on the students by possessing a decision making role that will enable the learners demonstrate a high degree of responsibility and accountability. So to say the major role of social studies teacher should be to help learners  to think fast, motivate and manage to control teaching and learning situation to achieve the desired objectives. (Okam 1998).

Thus, the need to research into the impact of programmed instruction on motivation and academic performance of students in JSS Abaji Area Council Abuja. This study is based on Skinner theory of motivation-operant conditioning on which programmed instruction is based: Skinner from experience in his experiment with a hungry pigeon believed that learning is a deliberate and purposeful and that it involves response to stimuli position that these responses or behaviour which he called operant are observable hence they are called externally manifested (lseameiya and Ayansi, 2008).

Operant conditioning has been widely applied in clinical setting (behaviour modification) as well as teaching (class room management) and instructional development (programmed) instruction (Iseameiya and Ayansi, 2008). According to him Ellen (2003), emphasis the need for programmed instruction in nursing education with the aim of assisting nurses to

meet the challenges present in today’s health care environment from his experiment educators have an important role to play in assisting students to acquire the necessary skills of programmed instruction and to do this, the educators or teachers need to understand the concept of programmed instruction.

1.2 Statement of the Problem

The problem of this study relates to whether programmed instruction has impact on motivation and academic performance of Junior Secondary School students in social studies in Abaji Area Council, Abuja; In other words whether programmed instruction would enhance motivation and academic performance among JSS students in social studies, Abaji Area Council, Abuja.  when compared to other conventional approaches. A critical look at the historical development of programmed instruction, it’s  fact that programmed instruction was among the first in historical. This form of instruction is based on the behavioral learning theories.  Seemingly however, the heated argument in professional and academic circles in recent past for and against programmed instruction as a teaching approach and techniques has subsided. It has nevertheless left in itself as a curricular requirement for teacher education and training programmes. Most importantly a good number of our precious working hour in our life is spent interacting in various ways through various means and at various levels. Often we speak to our friends about things that interest us, listen to the radio broadcast for the weather forecast, watch television for the night news daily, attend conferences or lectures, read textbooks, magazines and newspapers. We also write and often read what we write. Simply put, many a times we interact with people, ourselves and our physical environment. The basis for this interaction can be referred to as self-learning (programmed instruction).

Therefore, why is the use of programmed instruction as teaching and learning approach or techniques seemingly unpopular in our Junior Secondary Schools and

Social Studies education instructions in particular? The optimal growth and achievement of the educational institutions especially the Junior Secondary School Social Studies classes depends on how well the teachers maintain teachers-students relationships existing therein. The class stands to experience a warm, supportive and cooperative learning environment, which in itself is an indispensable factor in learner motivation, commitment, satisfaction and high performance. The individual learner will equally be develop, actualize themselves and satisfy their individual needs and problems. In an approach of such nature, teaching and learning become greatly enhanced.

1.3 The Objectives of the Study

This study is set to find the impact of programmed instruction on Motivation and

Academic Performance of Junior Secondary School students in social studies, Abaji Area Council, Abuja in focused. The objectives of this study are precisely and specifically stated as to:

• Find the impact of programmed instruction on academic performance of male in contrast to female students taught social studies using programmed instruction in UBE Junior Secondary Schools in Abaji Area Council, Abuja.
• Find the differences between the impact of PI on academic performance scores of students taught social studies using programmed instruction and those taught using conventional method in UBE Junior Secondary Schools in Abaji Area Council, Abuja.
• Determine the effect of programmed instruction methods on motivation of students taught social studies in contrast to conventional methods.
• To determine the effect of programmed instruction on Urban students compared to Rural taught social studies using Programmed instruction and conventional method in JSS 1 Abiji Area Council Abuja.

1.4 Research Questions

The researcher in this research study draw the following research questions in order to effectively and efficiently study and investigate whether the programme instructions  method have impact on JSS social studies students motivation and academic perform in Abaji Area Council, Abuja.

• To what extent does the impact of Programmed Instruction on the academic performance of male and female students taught social studies using Programmed

Instruction as compared to those taught using conventional method in Abaji Area Council Abuja.

• To what extent does the impact of Programmed Instruction of male compared to female students taught social studies using programmed instruction improve over and above those taught using conventional method in Abaji Area Council?
• To what extent does the impact programmed instruction method motivates students taught social studies using Programmed Instruction over and above those using convention method in Abaji Area Council, Abuja?

(e) To what extent does the impact of programmed instruction affects the scores of  students in urban school compared to rural taught socials studies in Abaji Area council, Abuja?

1.5 Null Hypothesis

In order to provide efficient and effective research work holistically acceptable by virtue of its academic standard. The researcher has formulated assumptions to survey and investigate the Impact of Programmed Instruction on Motivation and Academic Performance of JSS Students in Social Studies as follows:

• There is no significance difference in the impact of Programmed Instruction on academic performance of male and female students taught socials studies using programmed instruction and those taught using conventional method.
• There is no significance difference in the impact of Programmed Instruction on academic performance of students in urban and rural school taught social studies using programmed instruction and those taught using conventional method (ANOVA).
• There is no significance difference in the impact of Programmed Instruction on the motivation of male and female students taught social studies using programmed instruction and those taught using conventional method (ANOVA).
• There is no significance difference in the motivation of urban compared to Rural students taught social studies using programmed instruction and those taught using conventional method.

1.6 The Significance of the Study

This study is designed to find the impact of Programmed Instruction on motivation and academic performance of student of social studies in Abaji Area council. Therefore it directly and indirectly significant to the teachers particularly social studies education teachers that would spontaneously be strengthen and encouraged to contribute to the promotion and sustenance of the application of the programmed instruction due to the qualities of the approach in enhancing effective learning and ease the efforts of the teachers.

Secondly, the study is significant to students particularly the Social Studies Students who require and deserve inquiry approach that emphasis learners centered activities which is the focal point of programmed instruction. This does not undermine the fact that the study would provide facts and information to student researchers thereby enriching and facilitating their findings.

Thirdly, the study is significant to the school authority primarily because it would enrich the data unit of the school library. That notwithstanding it enable the researcher make up for the requirement of the institution and school of undergraduate studies for the award of M.Ed Social Studies.

Lastly, the study is significant to the entire education industry owing to the fact that the study would provide basis and encouragement for future researchers who may wish to carry out research on similar and relevant fields of study due to heated debates for the needs to improve standard of education through learning conditions and environment.

IMPACT OF PROGRAMME INSTRUCTION ON INSPIRATION AND EDUCATIONAL PERFORMANCE IN SOCIAL STUDIES AMONG JUNIOR SECONDARY SCHOOLS STUDENTS IN ABAJI AREA COUNCIL, ABUJA  

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