Abstract

The study examined the effect of flip chart instruction on the academic performance of Junior Secondary School Students who were taught social studies without relevant instructional materials in Ogun State. Two hypotheses were formulated: There is no significant difference between academic performance of students who were taught social studies using flip chart instruction and those who were taught using conventional method in Junior Secondary School in Ogun State. And there is no significant difference in the effect of flip chart instruction between male and female social studies students in Junior Secondary School in Ogun State. Quasi experimental involving pre-test post-test research design was adopted. The research instrument is social studies performance test. The hypotheses were formulated to verify academic performance in two selected schools: Government Junior Secondary Schools Abeokuta north, Ogun and Government Junior Secondary School Abeokuta Ogun. Social studies performance test was used as instrument for data collection. The instrument was validated by the supervisor and other experts.

They were pilot tested at Government Junior Secondary School Abeokuta metropolis, Ogun. The reliability obtains using Pearson Product Moment Correlation Coefficient (PPMCC). Similarly post-test were conducted to verify the hypotheses. The data obtained were analyzed using mean, standard deviation and t-test statistics. The result indicated significant difference between the academic performance of control and experimental groups, in favour of experimental group. This shows the effect of flip chart instruction in instructional delivery of social studies. It paved way for significant improvement in favour of experimental group. Hence, the general hypotheses were rejected.

CHAPTER ONE

INTRODUCTION

1.1              BACKGROUND OF THE STUDY

The major problem of learning within the conventional school setting is the undue emphasis on verbalism as the sole mode of communication between the teacher and the learners (Bolick 2003) Maduabum, (2000) have proved that words above simply make learning abstract and inactive as it address only one of the major sense of human understanding and communication.

In some cases such as the hearing impaired (Ema, 2001) opined that verbalism has on place in their programmes. Instructional materials are highly important in teaching especially for in experienced teachers.

Instructional materials according to Faurant (1975) are materials used by a teacher and which enable students understand the teacher or that enable student assimilate what is being put across to them.

Teachers rely on instructional materials in every aspect of teaching they need materials for background information on the subject they are teaching young teachers usually have not built up their experience when ever they enter to the field.

Teacher often use instructional materials for lesson planning these materials are also needed by teachers  to assess the knowledge of their students (Sotayo 2010).

People learn in different ways. Some people are extra ordinary good at retraining information fed to them orally (i.e. via a lecture) and other absorbs and retrain a great deal of information that they have read others need visual stimulants or cues to facilitate learning.

Repetition works for a lot of people as well. Most people however required a combination of the above method which can encompass audio visual materials books and even practical application are an excellent aid for assuring that students have the best possible opportunity to retain the information being given to them.

With the advancement in knowledge and proliferation of a wide variety of flip chart there have been improvement imports  on our scope of knowledge attitude and ways of perception the impact according to (Emma, 2001) is evident in the manner the school and scientists respond to local and international issue communication to them through the various media.

It therefore becomes necessary for educationist especially teachers to realized these potentials and explore them. However, from observation the use of flip chart in most secondary schools especially in teaching and learning of integrated science most especially sense organ in fast becoming a thing of the past. The use of this flip chart in some of those  schools are only noticeable when teachers trainees go for the teaching practice (TP) the student often look forward with eagerness’ to having trainees on teaching practice around because they often used  flip chart most especially in teaching science and mathematics.

This study aim to look at the ways the flip chart imparts the academic achievement of students? In essence how effective is the flip chart in teaching of the topic sense organ.

1.2              STATEMENT OF THE PROBLEM

The world as a whole and developing countries in particular are continuously faced with immense educational problems which the conventional classroom setting and learning methods cannot be cope with. Hence problem of this study is to determine the need to explore how flip chart can enhance teaching and learning of integrated science most especially sense organs.

1.3              PURPOSE OF THE STUDY

The purpose of the study is to investigate the efficacy of flip chart in teaching and learning of social studies in some selected Secondary School in Abeokuta North Local Government Area of Ogun State. This would be done by examining the importance of flip chart in the teaching and learning of science and mathematics.

1.4              RESEARCH QUESTIONS

This study is aimed at providing answers to the following questions:

i.                    To what extent do teachers use flip chart?

ii.                  Do the varieties in use of flip chart have any impact on the academic performance of student in teaching and learning of sense organs?

iii.                What are the factors that determine the types of flip chart?

iv.                Why do teacher need to use flip charts?

v.                  What types of instructional materials are used in teaching the topic sense organ?

vi.                What is the effect of flip chart on student learning?

1.6                Hypothesis

1.                  There is no significant difference between academic performance of students who were taught social studies using flip chart instruction and those who were taught using conventional method in junior secondary schools.

2.                  There is no significant difference in the effect of flip chart instruction between male and female social studies students in junior secondary schools.

1.7         Significance of the study

The information generated in the study could assist Educational planners, Policy makers, Government, Teachers and curriculum Designers to plan a more effective curriculum to enhance a better teaching and learning situation for better performance of the students in social studies. To Educational planners, the study could encourage them to pay more attention in curriculum design so as to enhance teaching and learning processes of social studies.

The study could help in providing information needed for policy makers in the designing of educational technology classroom/studies by providing needed materials and how they could be produced locally to reduce cost of procurement. The study could also encourage government to be more committed to alleviating the backwardness being experienced in the educational sector. By making fund available for the provision of instruction materials.

The study could assist teachers in using flip chart instruction as method of teaching. The study could provide some answers to some questions about the establishment of centre for educational technology in all schools of the federation to enhance better teaching and learning situation. The study could provide some answers to some questions about various instructional materials to be used in teaching and learning situation.

1.8         Scope of the Study

The study delimits itself in finding the effect of flip chart instruction on students‟ academic performance in social studies in junior Secondary schools in Ogun State. It examined the difference between academic performance of students who were taught social studies using flip chart instruction and those who were taught using conventional method in junior secondary schools in Ogun State, determine the effect of flip chart instruction on the performance of male and female social studies students in Junior Secondary Schools in Ogun State.

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