INSTRUCTIONAL RESOURCES UTILIZATION AND TEACHERS’ EFFECTIVENESS IN LESSON DELIVERY IN SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS IN MKPAT ENIN LGA, AKWA IBOM STATE, NIGERIA

Abstract

The study investigated the relationship between instructional resources utilization and teachers’
effectiveness in lesson delivery in Social Studies in Junior Secondary Schools in Mkpat Enin Local
Government Area, Akwa Ibom State. The study was guided by four research questions and four
hypotheses, correlational research design was adopted for the study. The population of the study
comprised 6,661 Junior Secondary School Students in Mkpat Enin Local Government Area. A sample
size of 300 respondents was used for the study. A researcher developed instrument used in
collecting data for the study was tagged “Instructional Resources Utilization and Teacher’s
Effectiveness in Lesson Delivery Questionnaire (IRUTELDQ). The simple random sampling technique
was used for the study. The instruments were duly validated by two experts from the Faculty of
Education, University of Uyo. Test-retest reliability was used to obtain a reliability coefficient of 0.84
for the instrument. Cohen’s interpretation of correlational studies was used in answering the
research questions while Pearson’s Product Moment Correlation was used in testing the hypotheses
at 0.05 level of significance. It was found that there is a significant relationship between textbook
utilization, audio aids utilization, audio-visual aids utilization and phenomenal aids utilization and
teachers effectiveness in lesson delivery. Teachers should incorporate audio-aids, audio-visual aids
and phenomenal aids into their instructional practices to cater to diverse learning styles and promote
student engagement in social studies lessons. Recommendations were made among which were
that: educational stakeholders should prioritize the provision and effective utilization of textbooks in
teaching social studies ensuring teachers have access to relevant and up-to-date materials.