UTILIZATION OF INSTRUCTIONAL MATERIALS IN TEACHING OF ECONOMICS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined the utilization of instructional materials in teaching of economics in public secondary schools in Anambra State. The study was guided by two research questions and two hypotheses. The study adopted a descriptive survey research design. The target population comprised 342 Economics teachers across 267 public secondary schools in Anambra State. The entire population of 342 teachers was utilized as the sample. Data were collected using two self-constructed instruments: The Utilization of Instructional Materials Questionnaire (UIMQ) and the Teaching of Economics Questionnaire (TEQ). The reliability coefficients obtained were 0.85 for the utilization of visual materials, 0.82 for audio materials, and 0.87 for the TEQ, indicating high and acceptable reliability levels. These values confirmed the instruments as dependable and suitable for the main study. The instruments were distributed through the direct delivery method to ensure high response rates. Data gathered were analyzed using mean and standard deviation for answering research questions, while paired sample t-tests were conducted using SPSS for hypothesis testing. The study found that instructional materials such as visual and audio in enhancing teaching of Economics in public secondary schools in Anambra State when in use. Despite their proven efficacy, evidence suggests that many schools either underutilize or lack access to these instructional tools. The study recommended that teachers should integrate a variety of visual materials, such as bar charts, models, real objects, slides, and visual displays on cardboard paper, into their Economics lessons to enhance comprehension, engagement, and information retention among students. Audio instructional materials like tape-recorded content and microphone amplification devices should be made available and regularly used, as they support both teachers (especially those with speech impairments) and students by improving language development, promoting social interaction, and increasing attentiveness.