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THE USE OF INSTRUCTIONAL MATERIALS IN THE TEACHING AND LEARNING OF ENVIRONMENTAL STUDIES IN PRIMARY SCHOOLS: A CASE STUDY OF LAGOS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The effective teaching and learning of environmental studies in primary schools play a crucial role in shaping students' understanding and appreciation of the environment. This case study explores the use of instructional materials in the teaching and learning of environmental studies in primary schools, with a specific focus on the context of Lagos, Nigeria.
The study employs a qualitative research design, utilizing interviews, classroom observations, and document analysis to gather data. A purposive sampling technique is used to select primary schools in Lagos that actively integrate instructional materials in their environmental studies curriculum. Data analysis involves thematic coding and content analysis to identify emerging patterns and themes.
The findings reveal that instructional materials play a vital role in enhancing students' engagement, comprehension, and retention of environmental concepts. Teachers in the selected primary schools utilize a variety of instructional materials, including visual aids, multimedia resources, field trips, and hands-on activities. These materials facilitate active learning experiences, stimulate students' curiosity, and foster a deeper understanding of environmental issues.
Additionally, the study identifies several factors that influence the effective use of instructional materials in teaching environmental studies. These include teacher training and professional development, availability and accessibility of materials, funding constraints, and curriculum alignment. Furthermore, the study highlights the importance of supportive policies and infrastructure at the governmental level to ensure the sustained integration of instructional materials in primary school education.
Based on the findings, recommendations are provided to enhance the use of instructional materials in the teaching and learning of environmental studies in primary schools. These include the provision of adequate training and support for teachers, the establishment of resource centers for instructional materials, collaboration between schools and environmental organizations, and the development of comprehensive and contextually relevant curriculum guidelines.
In conclusion, this case study emphasizes the significance of instructional materials in promoting effective teaching and learning of environmental studies in primary schools. By incorporating a wide range of materials, teachers can create engaging and interactive learning environments that foster students' environmental awareness, knowledge, and sustainable attitudes.
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