EFFECTS OF THE USE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING HISTORY IN BENIN METROPOLIS-A CASE STUDY OF UNIBEN STUDENTS TEACHING PRACTICUM

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EFFECTS OF THE USE OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING HISTORY IN BENIN METROPOLIS-A CASE STUDY OF UNIBEN STUDENTS TEACHING PRACTICUM

Abstract:

Title: Effects of the Use of Instructional Materials in Teaching and Learning History in Benin Metropolis: A Case Study of UNIBEN Students Teaching Practicum

Abstract:

This research explores the effects of utilizing instructional materials in the teaching and learning of history, focusing on the Benin metropolis context. Specifically, the study delves into the teaching practicum experiences of students at the University of Benin (UNIBEN) to investigate the impact of incorporating instructional materials on historical education.

A mixed-methods research design is employed, combining qualitative data from classroom observations, interviews with students and teachers, and quantitative data from pre- and post-intervention assessments. The research aims to discern the effectiveness of instructional materials in enhancing historical comprehension, engagement, and retention among UNIBEN students during their teaching practicum.

The findings contribute to the broader discourse on pedagogical strategies in history education, offering insights into the practical implications of incorporating instructional materials. By focusing on the Benin metropolis, the study addresses the local context, providing valuable information for educators, curriculum developers, and policymakers seeking to improve history education practices. The research outcome informs recommendations for the integration of instructional materials in history teaching, aiming to enhance the quality of historical education in Benin metropolis and potentially serving as a model for similar contexts.

1. Introduction

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Purpose of the Study

1.4 Research Questions

1.5 Significance of the Study

1.6 Scope and Limitations

1.7 Definition of Terms

1.8 Organization of the Thesis

2. Literature Review

2.1 Historical Education in Nigeria

2.1.1 Evolution and Development

2.1.2 Challenges and Opportunities

2.2 Importance of Instructional Materials in Teaching History

2.3 Theoretical Framework

2.4 Previous Studies on the Use of Instructional Materials in History Education

2.5 Gaps in Existing Literature

2.6 Conceptual Framework

3. Research Methodology

3.1 Research Design

3.2 Participants

3.3 Data Collection

3.3.1 Classroom Observations

3.3.2 Interviews

3.3.3 Pre- and Post-Intervention Assessments

3.4 Data Analysis

3.5 Ethical Considerations

4. Contextual Analysis: Benin Metropolis and UNIBEN

4.1 Historical and Cultural Significance

4.2 Educational Landscape

4.3 UNIBEN Teaching Practicum Program

4.4 Profile of History Education at UNIBEN

5.1 Summary of Findings

5.2 Contributions to the Field

5.3 Limitations of the Study

5.4 Conclusion and Final Remarks

References

Chapter One:

Introduction

1.1 Background of the Study

History education is a cornerstone of a nation’s cultural and intellectual development, providing citizens with a critical understanding of their past. In the Nigerian educational context, the effective teaching and learning of history face multifaceted challenges, ranging from curriculum constraints to pedagogical limitations. One potential avenue for addressing these challenges is the strategic integration of instructional materials into history classrooms. The Benin metropolis, with its rich historical and cultural heritage, serves as a unique setting to explore the effects of incorporating instructional materials in the teaching and learning of history.

conventional methods of delivering historical content, often reliant on textbooks and lectures, have faced criticism for their limited ability to capture the imagination and engagement of students.

The Benin metropolis stands as a vibrant cultural hub, deeply rooted in a history that spans centuries. This city, with its rich historical and cultural heritage, provides an intriguing backdrop to explore innovative approaches to history education. In particular, this research focuses on the effects of incorporating instructional materials into the teaching and learning of history, with a specific lens on the experiences of students engaged in teaching practicum at the University of Benin (UNIBEN).

The significance of history education extends beyond the memorization of facts; it encompasses the development of critical thinking, analytical skills, and a profound understanding of the complexities inherent in human societies. However, achieving these educational objectives requires a pedagogical approach that transcends traditional methods. Instructional materials, ranging from visual aids and artifacts to multimedia resources, offer a dynamic and interactive means of delivering historical content.

Despite the acknowledged importance of history education, students often grapple with disinterest and challenges in comprehending historical narratives. This study is motivated by the belief that the strategic integration of instructional materials has the potential to address these challenges, making history more accessible, engaging, and relevant to the lived experiences of students.

1.2 Statement of the Problem

Despite the acknowledged significance of history education, students often struggle to engage with the subject, experiencing difficulties in comprehending complex historical narratives. The conventional reliance on textbooks and lectures might contribute to this struggle. This research seeks to address this gap by investigating the effects of using instructional materials in teaching and learning history, particularly within the teaching practicum experiences of students at the University of Benin (UNIBEN).

1.3 Purpose of the Study

The primary purpose of this study is to examine the effects of incorporating instructional materials into the teaching and learning of history in the Benin metropolis, focusing on UNIBEN students during their teaching practicum. Specifically, the research aims to assess the impact of instructional materials on student engagement, comprehension of historical concepts, and overall learning outcomes.

1.4 Research Questions

What are the effects of using instructional materials on student engagement in the teaching and learning of history?

How do instructional materials influence the comprehension of historical concepts among students?

What are the perceived learning outcomes associated with the use of instructional materials in history education?

1.5 Significance of the Study

This study holds significance for several stakeholders within the educational landscape. It provides insights for educators and curriculum developers seeking innovative strategies to enhance history education. Additionally, policymakers can benefit from the findings to make informed decisions about the integration of instructional materials in the national history curriculum. For students, the study offers potential improvements in their learning experiences, making history more accessible and engaging.

1.6 Scope and Limitations

The geographical scope of this study is limited to the Benin metropolis, a city with a rich historical background. The focus is on UNIBEN students undergoing their teaching practicum. However, it is essential to acknowledge certain limitations, including potential biases in student responses and the constraints of a specific geographical context.

1.7 Definition of Terms

Instructional Materials: Resources and aids used in the teaching and learning process to enhance understanding and engagement.

Teaching Practicum: A period during teacher training where students gain practical teaching experience under supervision.

History Education: The process of teaching and learning about past events, societies, and individuals.

1.8 Organization of the Thesis

This thesis is structured into several chapters, each contributing to a comprehensive understanding of the effects of instructional materials in teaching and learning history. Chapter Two reviews relevant literature, Chapter Three outlines the research methodology, and subsequent chapters present and analyze findings, discuss implications, and conclude the study.

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