EVALUATION OF CONTRIBUTIONS INSTRUCTIONAL MATERIALS AND RECRUITMENT OF QUALIFIED TEACHERS TO THE PERFORMANCE SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOL EDUCATION IN SELECTED AREAS OF AGEGE LOCAL GOVERNMENT IN LAGOS

Abstract

This study evaluates the contributions of instructional materials and the recruitment of qualified teachers to the performance of Social Studies in junior secondary schools within selected areas of Agege Local Government, Lagos State, Nigeria. It explores how the availability and quality of instructional materials and teachers influence students' performance in Social Studies. A descriptive survey design was adopted, involving 133 participants selected based on their designations, including Principals, Vice-Principals (Administration), Senior Staff, and Junior Staff, using the Taro Yamane formula. Data were collected through structured questionnaires and analyzed using descriptive statistics (frequencies and percentages) and inferential statistics with Chi-square tests. The findings revealed significant challenges, including inadequate teacher quality and quantity, as well as insufficient instructional materials. Chi-square analysis confirmed that both instructional materials and teacher quality significantly affect Social Studies performance, with calculated values of 19.331 and 28.211 exceeding their respective critical values. These deficiencies disrupt the educational system and reduce its overall effectiveness. However, the study identifies opportunities for improvement, such as leveraging digital tools, implementing policy reforms, and fostering collaborative efforts among stakeholders. It recommends a systems-based approach to enhance Social Studies education, emphasizing technology integration, regular teacher training and evaluation, and comparative analysis of regional teaching methods to ensure long-term sustainability.