UTILIZATION OF INSTRUCTIONAL MATERIAL FOR EFFECTIVE TEACHING AND LEARNING OF BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOL IN ETHIOPE EAST DELTA STATE

TOPIC IS SUITABLE FOR:
1. Department of Education

2. Department of Business Education

3. Department of Curriculum Studies

4. Department of Educational Management

TOPIC: UTILIZATION OF INSTRUCTIONAL MATERIAL FOR EFFECTIVE TEACHING AND LEARNING OF BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOL IN ETHIOPE EAST DELTA STATE

TABLE OF CONTENT

Abstract

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objective of the Study

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Definition of Terms

CHAPTER TWO: REVIEW OF LITERATURE

2.1 Theoretical Framework

2.2 Conceptual Framework

2.3 Empirical Review

2.4 Summary of Literature Review

CHAPTER THREE: METHODOLOGY

3.0 Introduction

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size

3.4 Sampling Technique

3.5 Instrument for Data Collection

3.6 Validity of the Instrument

3.7 Reliability of the Instrument

3.8 Method Of Data Collection

3.9 Method of Data Analysis

3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.0 Introduction

4.1 Demographic Analysis

4.2 Analysis of Research Questions

4.3 Test of Hypotheses

4.4 Discussion of Finding

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Limitations of the Study

5.5 Recommendations

5.6 Suggestions for Further Studies

REFERENCES

APPENDIXs

ABSTRACT
This study assessed the utilization of instructional material for effective teaching and learning of business studies in junior secondary school in Ethiope East Delta State. The study aimed to assess the adequacy and availability of instructional materials for teaching Business studies subjects in junior secondary school in Ethiope East Delta State, examine the extent to which instructional materials are utilized by Business studies teachers during classroom instruction, evaluate the effectiveness of instructional materials utilization in improving the teaching of business studies in junior secondary school in Ethiope East Delta State, and evaluate the impact of instructional materials utilization on students’ understanding and academic performance in Business studies. A descriptive survey design was adopted, with a study population of 2,350 comprising Business Studies teachers and students across selected Junior secondary schools in Ethiope East Delta State. A sample size of 342 respondents was determined using Taro Yamane’s formula and selected through a multi-stage sampling technique involving stratified and convenience sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Chi-square and Logistic Regression). Findings revealed that instructional materials are generally inadequate (mean = 2.31), but where available, they are significantly utilized by teachers (mean = 3.01) and proven effective in improving teaching delivery (χ² = 4.61, p = 0.032). The study further showed a significant positive impact on students’ understanding and academic performance with logistic regression values such as Exp(B) = 2.41 for understanding and Exp(B) = 2.34 for overall academic performance (p < 0.05). Based on these findings, the study recommends that government and school authorities should improve the provision of instructional materials, organize regular teacher training on their usage, implement strict monitoring mechanisms, and encourage independent student interaction with these materials to maximize learning outcomes in Business Studies.

CHAPTER ONE

INTRODUCTION (Preview)

1.1 Background of the Study

From rudimentary visual aids to advanced multimedia tools, teaching materials have evolved significantly, particularly with the advent of digital technologies in the 21st century. Scholars like Adnyani et al. (2024) and Gareau-Brennan and Kung (2021) have emphasized that these tools not only support lesson delivery but also engage multiple senses, thus fostering deeper cognitive processing among students. According to English and Gordon (2020), the efficacy of instruction hinges not solely on the teacher's expertise, but equally on the strategic integration of teaching materials tailored to learners' needs. In similar vein, Abrahamsen et al. (2023) argue that materials used in pedagogy bridge the gap between theoretical knowledge and practical understanding, making learning more relatable and enduring.

In educational contexts across varying levels, the conversation around the use of teaching materials has expanded from their mere presence in classrooms to a critical evaluation of how effectively they are utilized. Utilization, in this respect, goes beyond possession or availability; it encompasses frequency, appropriateness, interactivity, and alignment with curricular objectives. As Oludare et al. (2024) posit, the effectiveness of instructional materials is measured not by their sophistication but by their applicability and relevance in the teaching-learning interaction. Recent research by Baraibar‐Diez et al. (2024) and Castaneda and Cuellar (2021) also reinforces this view, indicating that when educators are adequately trained and motivated to employ instructional tools, there is a marked improvement in pedagogical outcomes. Eliasina (2022) contends that the teacher’s perception of and familiarity with teaching materials substantially influence their willingness to integrate them into daily instructional practice. Hence, the dialogue around teaching materials now emphasizes purposeful and informed utilization that enhances student engagement and achievement.

Teaching materials come in diverse forms, and their classification often depends on the senses they appeal to or the technological medium through which they are conveyed. Traditional resources such as textbooks, charts, realia, and chalkboards remain in use, while contemporary tools like interactive whiteboards, digital simulations, video tutorials, and e-books have gained prominence in the wake of global digital transformation. According to Qu (2024) and Portana et al. (2021), the availability of varied instructional materials provides educators with a rich arsenal to cater to diverse learning styles. Tsai (2021) observes that multimodal instructional approaches—those employing a combination of visual, auditory, and kinesthetic resources—result in a more inclusive and differentiated classroom environment. Meanwhile, Pankovets (2023) and Fitriah et al. (2023) highlight that the careful selection and integration of these materials must be guided by pedagogical intentions and learner characteristics to optimize their impact.

The regularity with which these teaching materials are employed in classroom settings is another focal point in educational research. Studies by Zhang et al. (2020) and van Wagoner et al. (2023) assert that while availability is crucial, consistent usage is what transforms teaching materials into powerful pedagogical instruments. Walton (2022) adds that the institutional culture around innovation and teaching support greatly affects the frequency of use, as teachers embedded in resource-rich, supportive environments tend to utilize instructional materials more consistently. Sudana et al. (2024) further emphasize that lesson planning processes must integrate resource allocation to encourage systematic use of teaching materials, thereby avoiding sporadic or superficial engagement. This ongoing utilization, according to Reinhardt (2023), reinforces students’ familiarity with content and structure, thereby enhancing learning continuity.

One significant dimension of this discourse is the observable influence of instructional materials on student comprehension and knowledge retention. As Kotsopoulos (2022) and Mendieta-Aragón et al. (2024) argue, students tend to grasp complex concepts more easily when supported by visual or tactile illustrations. Empirical evidence provided by Faith et al. (2021) and Chiang et al. (2025) suggests that teaching materials stimulate cognitive engagement, encourage critical thinking, and provide alternative pathways for concept internalization. According to Fang and Chiu (2024), when learners interact with instructional tools, their involvement deepens, thereby shifting from passive reception to active participation. Caballes and Reyes (2021) also maintain that instructional materials enhance recall, foster creativity, and promote the application of learned knowledge in practical scenarios.

Furthermore, the impact of instructional materials extends beyond comprehension into students’ overall academic performance and classroom dynamics. Buckley and van Abel (2021) note that students taught with engaging and contextually relevant instructional materials demonstrate higher motivation levels and academic persistence. Similarly, Soriano and Vargas (2021) found that such materials often bridge socio-cultural and cognitive gaps that impede learning, particularly among students in under-resourced settings. Gradaleva (2023) emphasizes that when instructional materials resonate with the learners’ realities, they not only promote inclusivity but also affirm learners’ identities and experiences. The cumulative impact, according to Andrianova and Desyatova (2023), is an enriched educational experience that translates into measurable academic gains, self-efficacy, and positive attitudes toward learning.

Narrowing this discourse to the context of  Ethiope East Delta State, it becomes imperative to examine the specific dynamics of instructional material utilization in secondary school business education classrooms. The area, characterized by its blend of urban and semi-rural educational institutions, presents a unique microcosm for evaluating the intersection of teaching materials, pedagogical strategies, and student outcomes. According to Ile and Ikechukwu (2020), the success of business education relies heavily on the use of practical teaching resources that replicate real-world commercial scenarios. Sihombing et al. (2024) and Karyanto et al. (2021) further argue that in subjects like accounting, commerce, and office practice, instructional materials are not merely supplementary they are central to skill acquisition. Therefore, this study will examine the utilization of instructional material for effective teaching and learning of business studies in junior secondary school in Ethiope East Delta State.

1.2 Statement of the Problem

Instructional materials have long been acknowledged as indispensable tools for enriching classroom instruction and facilitating student engagement. These resources, whether traditional or technologically enhanced, are integral to transforming abstract educational concepts into tangible experiences for learners. The evolving pedagogical landscape globally has continued to emphasize the strategic deployment of such materials to meet the learning needs of diverse student populations. According to researchers like Gradaleva (2023) and Adnyani et al. (2024), the alignment of instructional materials with curricular goals is essential in fostering comprehensive subject understanding and promoting experiential learning. However, despite widespread awareness of their value, the practical landscape in many educational environments often presents a contrasting narrative.

In numerous secondary schools, particularly within developing contexts, the reality on the ground suggests a discrepancy between the recognized importance of instructional materials and their actual implementation. Studies by Oludare et al. (2024) and Reinhardt (2023) indicate that many classrooms continue to function with limited or underutilized instructional resources, even where such materials are ostensibly available. Teachers either lack sufficient orientation on effective usage or are constrained by institutional and pedagogical factors that hinder systematic integration. Research by Kotsopoulos (2022) and Tila and Levy (2022) highlights that this disjunction not only affects instructional quality but may also undermine learner motivation and participation. Furthermore, the context of business education—requiring practical, real-life illustrations—renders the issue more critical.

The consequence of this reality is a learning experience that is potentially shallow, overly theoretical, and insufficiently aligned with the demands of 21st-century competency-based education. Eliasina (2022) and Qu (2024) observe that students exposed to abstract instruction without adequate instructional aids are more likely to exhibit diminished comprehension, low retention, and disengagement. In business education, where subjects demand not only cognitive understanding but also practical application, the underutilization of instructional materials could directly impact students’ readiness for future careers. Chiand et al. (2025) and Para (2023) emphasize that learners’ long-term performance and adaptability are contingent upon early exposure to practical learning environments enriched by instructional tools.

It is in light of these critical issues that the present study seeks to examine the utilization of instructional material for effective teaching and learning of business studies in junior secondary school in Ethiope East Delta State.

1.3 Objective of the Study

The broad objective of the study is focused on the utilization of instructional material for effective teaching and learning of business studies in junior secondary school in Ethiope East Delta State. Specifically, the study seeks to:

1.To assess the adequacy and availability of instructional materials for teaching Business studies subjects in junior secondary school in Ethiope East Delta State.

2.To examine the extent to which instructional materials are utilized by Business studies teachers during classroom instruction.

3.To evaluate the effectiveness of instructional materials utilization in improving the teaching of business studies in junior secondary school in Ethiope East Delta State.

4.To evaluate the impact of instructional materials utilization on students’ understanding and academic performance in Business studies.

Other parts of chapter one include:
1.4 Research Questions

1.5 Research Hypothesis

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Definition of Terms

CHAPTER TWO

LITERATURE REVIEW (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter therefore, focuses on the concept of business studies, general structure of business studies curriculum, concept of instructional material, forms of instructional materials used for the teaching of business studies, the importance of instructional materials in business studies in junior secondary schools etc. The chapter covers the following subheadings:

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Summary of Literature Reviewed

CHAPTER THREE

RESEARCH METHODOLOGY (Preview)
Research Design: The study adopted a descriptive research design.

Population of the Study: The population of the study comprises Business Studies teachers and secondary school students in selected junior secondary schools in Ethiope East, Delta State.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 342 participants.

Sampling Technique: The study employed a stratified sampling technique to select the schools and a convenience sampling technique to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as logistic regression and Chi-square, were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION, ANALYSIS AND INTERPRETATION

MAJOR FINDINGS (Preview)

The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that the adequacy and availability of instructional materials for teaching Business Studies in junior secondary schools in Ethiope East, Delta State, are insufficient, as evidenced by mean scores ranging from 2.23 to 2.47, which are below the acceptance benchmark of 2.50. This was further confirmed by the result of the corresponding hypothesis test, which showed significant p-values ranging from 0.000 to 0.004 (p < 0.05), leading to the rejection of the null hypothesis. This implies that although instructional materials are not adequately available, their availability, adequacy, funding, and relevance are significant factors in supporting effective teaching and learning of Business Studies.

ii. The study found that instructional materials are moderately utilized by Business Studies teachers during classroom instruction, as evidenced by mean scores ranging from 2.37 to 2.57, with some scores above and others below the acceptance benchmark of 2.50. This was further confirmed by the result of the corresponding hypothesis test, which showed a Chi-square value of 9.02, degree of freedom of 1, and p-value of 0.003 (p < 0.05), leading to the rejection of the null hypothesis. This implies that instructional materials are significantly utilized by Business Studies teachers, although the use of audiovisual aids and digital resources requires improvement.

iii. The study found that the utilization of instructional materials is effective in improving the teaching of Business Studies in junior secondary schools in Ethiope East, Delta State, as evidenced by mean scores ranging from 2.52 to 2.60, which are above the acceptance benchmark of 2.50. This was further confirmed by the result of the corresponding hypothesis test, which showed a Chi-square value of 4.61, degree of freedom of 1, and p-value of 0.032 (p < 0.05), leading to the rejection of the null hypothesis. This implies that instructional materials enhance lesson clarity, student engagement, classroom interaction, and students’ understanding of Business Studies concepts.

iv. The study found that the utilization of instructional materials positively impacts students’ understanding and academic performance in Business Studies, as evidenced by mean scores ranging from 2.55 to 2.63, which are above the acceptance benchmark of 2.50. This was further confirmed by the result of the corresponding hypothesis test, which showed significant p-values ranging from 0.001 to 0.035 (p < 0.05), leading to the rejection of the null hypothesis. This implies that instructional materials significantly contribute to students’ understanding of Business Studies concepts, examination performance, knowledge retention, motivation, practical skill acquisition, and overall academic achievement.

CHAPTER FIVE:  SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter covers the following outline:
5.1 Introduction

5.2 Summary of the Study

5.3 Conclusion

5.4 Limitations of the Study

5.5 Recommendations

5.6 Suggestions for Further Studies

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