FACTORS CONSIDERED IN SELECTING TEACHING RESOURCES FOR SOCIAL STUDIES


Undoubtedly, there are special things that social studies teacher has to give careful thought to in deciding hat instructional materials to use during the lesson. Brooke (1992) observed that when any teacher is considering instructional material for possible use or purchase, there are several criteria that might be kept in mind. These considerations he put in question from to which the teacher is providing answer will give careful thought to these salient points:
1.      Does the content coincide reasonably well with objective the subject?
2.      How does the readability of the material compare with the reading skills of the prospective student?

3.      What is the interest level of the students with that equipment?
4.      Does the illustration enhance the text?
5.      Is this the best medium for message?
                                i.            Might an audio-visual presentation carry more meaning or impact?
                              ii.            Is a motion picture needed to illustrate a process
                            iii.            If so, does sound need to be synchronized with light?
                            iv.            Do you want the materials to challenge the students towards greater speed of response?
6.      How hard does the material teach that is to a say how much explanation, drilling practising and testing are included?
7.      Is a special machine needed to present the material? If so what other materials are provided by the same company to fit the machine.
8.      Are the materials repairable?
9.      How durable is the material?
10.   Is the price of the equipment within the budgetary limit of the schools?
            Accordingly, all the above criteria will probably never be met by any single item or set of materials. In fact, they are not compatible but their elative important on a given occasion vary with the circumstances. The first and the second main question to ask is, will this material help the students to learn what he needs to learn? In addition to the above, the teacher will be doing himself a word of good if he considers the simplicity or complexity of the equipment in view of modern technological advancement and his own knowledge about the equipment, there is no point buying or using it.
Problems Associated with Teaching Resources in Social Studies
            Instructional materials general are useful for curriculum delivery. Specifically social studies being an interesting subject cannot be thought or learnt without those necessary teaching resource as enumerated earlier in this study. However, it is unfortunate that a lot of problems hinder the procurement, storage and use of this teaching resource in secondary schools. In the first place, like all other imported goods, teaching resources are very costly and it must case above the school budget. Hence many secondary schools in Abeokuta south could not afford. Necessary instructional materials are not produced locally and not much effort is being made by government to address this issue.
            Moreover, some of these foreign teaching resources are so complex that even the teachers themselves do not understand their operated procedure, let alone explain it efficiently to the students for whom they are meant to help. This defeats both the huge investment in the equipment cannot be used. Another problem that beset the use of teaching resources in secondary schools in Abeokuta is that of storage facilities. Some teaching resource, especially the imported once requires being kept under specific temperature level in the storeroom. Regrettably, most secondary schools have no storeroom built for the storage of their teaching resources.In addition, some social studies teachers lack the requisite skills for efficient and effective utilization of these teaching resources; this makes it possible for students to derive maximum output from the equipment.
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