CHAPTER ONE INTRODUCTION Background to the Study Technology can be defined as a technical skill or modern ways or methods of collecting,

storing and using information which can help people to do their work better (Fatokun, 2003). Technology could be defined as the scientific knowledge used in practical ways in industry (e.g in designing new machines). Beside technology, science, the modern discipline embracing the traditional engineering branches, the agricultural traditional science, the modern discipline relating to space computer and automation. From mans earliest emergence, technology has been one of the four environments within which have lived the other beings. Technology has changed radically in quality and quantity over the millennium, for thousands of years, science and technology constituted distinct traditions. Also technology has been seen as special branch of human activity in as essential modern phenomenon. It was used to mean a discussion of the applied art only and gradually these arts themselves come to be the object of designation when it first

appeared in English dictionary in the 17th century. (Hamzat et al; 1955) The impact of modern technology has brought a greats influence to the lifes of the people and especially the students under the teaching of new equipments. When modern technology was invented, some people desired skillfull benefit and their standard of living also improved, many have second jobs due to the skillful experience they acquired and it has also given room to people to establish private jobs. Statement of the Problem Besides, the National Policy on Education (NPE, 1998) which provides that before teaching and learning can take place effectively, there must be instructional materials to facilitate teaching and learning. Now one of the hinderances to this is the inadequate equipments to facilitate teaching and learning of Social Studies. Because of the problems facing students in handing modern technology in the teaching and learning of Social Studies, hence the need to carry out this research.

Purpose of the Study The purpose of this research work is to; examine the implication of modern technology in the teaching and learning of Social Studies in secondary schools. determine the basis upon which the modern technology is needed in the teaching and learning of Social Studies. examine the impact of modern technology in Social Studies programme. determine the effect of non-availability of modern technology on the teaching and learning of Social Studies. Research Questions The following research questions were raised to pilot the study:
1.

What are the implications of modern technology on the teaching and learning of Social Studies in secondary schools?

2.

What are the basic modern technology needed in the teaching and learning of Social Studies?

3.

What are the impacts of modern technology on Social Studies programme?

4.

In what way does non-availability of modern technology affects the teaching and learning of Social Studies? Significance of the Study The findings of this study will be of immense benefit to individual students, teachers and general masses in particular to know the impact of modern technology in relation to social studies. Scope of the Study The research is limited to the implication of modern technology on the teaching and learning of Social Studies in the secondary schools in Atisbo Local Government of Oyo State. However it was practically impossible to reach all the secondary schools in the local government area, hence the selection of few secondary schools in the local government. Definition of Terms (i)Technology: This is the acquisition of practical, applied skill and application of knowledge of practical tasks. It can also be defined as expert application of scientific knowledge in problem solving.

(ii)Computer: Computer is an electronic device which accepts data as an input, processes the data according to a set of previously stored instruction called programme stored and released the results of the processing (i.e. information) as out put. (iii)Computer Technology: This is the systematic application of knowledge of practical tasks in computer to accepts data, processes it and supplies result under the control of a stored programme. (iv)Education: Education is defined as the art of making available to each generation the organized knowledge of the past. (v)Learning: Learning is defined as a relatively permanent change in behaviour as a result of experience. (vi)Teaching: Teaching is the art of imparting knowledge into the learner to bring about change in the learners behaviour. (vii)Internet: The internet is an inter-connection of several computers of different types belonging to various networks all over the world.

CHAPTER TWO REVIEW OF RELATED LITERATURE Introduction Modern technology in Social Studies itself have different meaning to different people, some people look at modern technology as Computer, education. Technology is the process of applying knowledge to make work easier and to make our lives more comfortable. Technology began when human beings first shaped its remain at about 10, 000 years ago when forming came about. Industrial technology began in the late 1700 with the steam engine and power machinery. Engineers mastered new technology like steel making, electricity and the manufacturing of motor cars and aero planes. Therefore technology has given us the power to control the environment. It has brought faster communication, transportation and also the teaching and learning in Social Studies. What is Technology? Technology is as old as human being himself and undergone an improvement for better goods and services needed by man. This further brings about quantitative yield and services. Technology can

be seen as an expert application of scientific knowledge in problem solving. It is a technique or method of doing something expertly. The concept of technology education has been defined also in so many ways and this has made it difficult to find a universally acceptable definition. The Nigeria National Policy on Education (NPE,1998) looks at technology education as that aspect of education that leads to the acquisition of practical and applied skill as well as basic scientific knowledge. Education Technology as a complex process involving procedure, ideas, devices and organization for analyzing problem and devising, implementing, evaluating and managing solution to problems involved in all aspect of human learning. Tickson (1970) cited by Abimbade who described educational technology as a systematic way of designing, carrying out and evaluating the total process of learning in terms of the achievement of specific objectives based on research on human resources to bring about more effective instruction.

Technology in education is the use of gadget in the process of teaching. It involves the use of machine with devices that can transmit, amplify, distribute record and produce stimulus materials. Technology of education is an approach which emphasizes the application of behavioral science theory to education which can be drawn from psychology and other areas of education including arts and humanities in support of practical arts of instruction. The continuing technological changed in our environment should also be applicable to Social Studies. Teachers and students of Social Studies should not be victims of this development but should be prepared for every shock the future hold for their physical, emotional and theoretical wellbeing. Information Technology Education The basic skill of reading, writing and computer are as integral part on the Social Studies and information technology. Computer literacy and proficiency in the various applications are emphasized. Development of human relations, interpersonal employability, economic and entrepreneurial skill are parts of each of the careers major opportunities to develop and apply leadership, social civic and

related skilled are provided through future careers. For Social Studies students integration of the entire programme with appropriate concepts courses is strongly encouraged. Positive Effects of Technology Development on Environment One of the positive effects of technology development on our environment is that technology foster opportunities to increase consumers satisfaction and thereby gain a competitive edge over organization. Hamzat et al; (1998) opined that many exist that were not in existence a few years ago, such products include computer, communication satellites, compact disk, adding machine ,calculating machine, etc these product also foster the teaching and learning of Social Studies. Another effect is that of the explosion of information technology (such as telephone, cellular phone newly introduced GSM) which has drastically cheeped many traditional business operations and also made possible new products trading. Besides, it has made geographical location of business operators largely irrelevant. In the business system, in the subject of global business community. Fatokun (2003) opined that technology has made ability of teaching

over a thousand of students simultaneously yet from a place through the computer network. And has the potentials to remove inefficiencies from transaction and improved ways of communication. Fatokun (2003) further says that technological development brought about advanced environments which then reinvested in other ventures. This development in technology resulted into generating social project which improves literacy, health as well being of the environment development. Effects of Technological Development Nwanko (1994) and Sylvan (1995) noted that technological development has great positive effects on our society nevertheless there is also the need for us to know that negative effect of technological development also exists. No wonder that is why technological development has been called the process of creative destruction in that new development. Okwor (2001) describes one limitation of adopting modern technology to Social Studies as complex. Finally, technology has brought about general lack of employment as few hands are required which stimulate further social and economic

10

due to technological sophistication, even the lack of employment affects this social studies graduates because of their lack of modern technology. Benefits of Teaching and Learning with Modern Technology There is no doubt that modern technology has improved the global system of communication. Fatokun (2003) listed the following benefits of teaching and learning modern technology in social studies.
(i) It allows the teachers and the students to have an insight of

learning with the new equipment.

(ii) It allows the teachers and the students to learns how to

communicates with each other through the internet. (iii) (iv) It allows the students to developed their future careers. It brings about the students having more research in

studying modern technology. (v) It allows students to have knowledge of what makes a computer function.
(vi) It creates employment opportunities for social studies

graduates after their training outside and within technology industry.

11

(vii) Modern technology has the ability of teaching over a thousand of students simultaneously, yet from a far place through the computer network.
(viii)

It provides various functions that enhance the social,

economic and political development of the citizen.

(ix) It helps in facilitating learning and exchange of educational

materials.
(x) The on-line system helps students to access class notes,

submit assignment and also join a discussion group with other learners (xi) It enables business on the internet.

Why Computer in Education Computers are preferred today in performing several jobs within a very short period of time. Among other reasons why computers are preferred today include the ability to perform duties repetitively and at the same time with accuracy. The word, internet is the observation for international network of computers. It is also abbreviated simply as Net If more than two or three people each have a computer in front of them and their computers were connected

12

to telephone lines, then we have a network of computer in which we can contact each other to obtain information on just a talk. Fatokun and Akande (1998) offered the following definition on internet as the networking of the various computers scattered all over the world through either leased telephone lines or dial up access. Internet can also be defined as a local or an international entity allowing interaction among users separated by an office or an oceans and facilitating free, exchange of information between one computer user and many others. Internet can be defined as vast information, super-highway, enabling computer of all kinds to communicate directly as if they are part of the grant global computer machines. Internet is not a service rather a global network of computers that are able to communicate with each other via common language. It is a fast growing means of information technology all over the world. Computer Manage Instruction (CMI) The need for computer managed instruction (CMI) system of learning also requires information skill and concept in traditional ways. The computer can be used for testing, recording and synthesizing performance record for each learner. In primitive CMI

13

system, the computer-generated information is used by teachers to make individual diagnosis and prescription for learners. In advanced system, the learner uses the computer and received his or her own diagnostics and prescription information and many more. Computer Assisted Instruction (CAI) This refers to diverse and rapidly expanding spectrum of computer technologies that assist in the teaching and learning process. CAI is also known as computer aided instruction. When most of educators speak of CAI they envision a tutorial application involving both the learner and the stored program in the computer. The Socratic model of one teacher and one learner has generally been followed. The curriculum is offered in such a way that the student is expected to teach the objective of instruction at the computer terminal without the study example of CAI application included. 1. 2. Guided drill and practice exercises Computer visualization of complex objects.

14

Types of Internet Dial Up Access A home computer user will generate a dial up access to connect to the internet. If you have a dial up access, you have to use a modern to connect a computer to the internet, Whenever you want to connect to the internet dial the local number of ISP and the DOT connect you to the internet, you can have two kinds of connections with ISP; serial line internet protocol(SLIP) and point preferred. Dicated Access Organizations or universities where a large number of users need to access the internet at the same time for 24hours in a day require a dicated access to the internet. An institution can connect to the internet by connecting its DOT through a leased telephone line to a regional network that connects to the ISP. Once the connection has been made every computer in the internet is available all the time. Using Internet for Teaching and Learning. In order to ensure optimum use of the internet as well as improve the teaching and learning of Social Studies through the internet, Fatokun & Akande (1998) gives the following suggestion:

15

(i)

There should be proper application of information

technology to every aspect of teaching and learning of Social Studies.

(ii)

The teacher should be given good training in the

application of education technology to the teaching and learning situation of Social Studies. This can be done through frequent workshops and seminars.
(iii)

Institutions at all levels should be equipped with the

internets. This is possible in Nigeria if the government could be of assistance.

(iv)

Computer Assisted instruction (CAI) should be

encouraged and used by teachers.

(v)

The government should subsidize the price of

computer and internet connections to enhance reduction of the cost of connections to the internet and enable students/teachers and the citizen in general have access to the input devices.
(vi)

There is urgent need to review the curriculum of

Social Studies in Nigeria to make provision for emerging knowledge and technologies.

16

Sources of Funding Social Studies Programme in Nigeria Because of the capital intensive nature of Social Studies Programme there is very little private participation in the affairs of education in Nigeria particularly at the tertiary education levels where there is the need for the government as the sole proprietor of education institutions to inject more fund into implementing this programme. Recent happenings in the country such as population explosion, the increasing demand for admission placements, incessant strikes by teachers of our schools demanded for improved facilities and equipment. Salaries and welfare packages have made government become over burdened, considering the numbers of such schools in Nigeria. Source of funding secondary schools education in Nigeria are mainly from budgetary allocations, consolidated funds, education tax and the academic charges per-student which cannot meet the basic need of the schools compared to what is obtained in the other parts of the world, as a result of the increasing demand for access to secondary education due to population explosion, and the need for rehabilitation,

17

restoration and consolidation of secondary education. Some of the sources already considered by the Commission report must be compelled to broaden their income generation that could make them self-sustaining to a reasonable degree and this will lessen the burden on government for basic requirement of such programme. Conclusion The research can therefore be concluded that the lack of funds, lack of textbooks and time, lack of specialized teachers are some of the problems facing modern technology in the teaching and learning of Social Studies. And to be more skillful, modern technology should be taught in all secondary schools and tertiary institutions.

18

CHAPTER THREE RESEARCH METHODOLOGY This chapter discusses the method and procedure of enquires used in this study. It also gives a description of research design, population of the study, sample and sampling techniques, research instrument, validity and reliability of instrument, data collection and method of data analysis. Research Design The design of the study is descriptive survey, and this is because it involves the process of obtaining information from various groups of persons through questionnaire. The researchers, by using this research design, collected detailed and factual information from the various concerned groups on the implication of modern technology on the teaching and learning of Social Studies. Population of the Study The population of the study consisted of four hundred (400) students of the selected four schools in Atisbo Local Government

19

Secondary Schools, Oyo State. The students were selected with both sexes proportionately represented. Sample and Sampling Technique A random sampling technique was used to select one hundred and twenty (120) participants from the four(4) junior secondary schools for this research work. Research Instrument The research instrument used for collection of data was questionnaire; the questionnaire was designed and administered by the researcher which facilitated easy response to some questions by the students. The questionnaire was in form of a statement for the respondents to select the most acceptable option. SA= Strongly Agree A= Agree D= Disagree SD= Strongly Disagree. The point gives was used to calculate the response of the respondents which enable the researcher to get the most appropriate analysis of the respondents.

20

Validity and Reliability of the Instrument The validity and reliability of the instrument was established with thorough study and analysis to ensure that the questions drawn contain the necessary information. Also the reliability of the instrument was established through test-retest method. Method of Data Collection Administration of questionnaire for data collection was carried out by the researcher. The researcher collected data for this study from the students in the schools under study. The questionnaire was administrated personally and was adopted because it gives better information from the respondents. Method of Data Analysis The researcher made use of simple percentage in analyzing the data collected. The choice of this method is based on its simplicity because it does not involve any complex mathematical or statistical calculations. From the percentage system, one easily knows the items

21

that have the highest respondents in relation to other multiple choice answers provided.

CHAPTER FOUR ANALYSIS OF DATA AND DISCUSSION OF FINDINGS The analysis of the data collected and the results are presented in this chapter. It focuses on the analysis and the interpretation of the data collected from the questionnaire. The total number of questionnaires distributed and collected were 120 questionnaires which were filled appropriately. The responses are presented and analyzed in simple percentage. Table 1:Sex Distribution of the Respondents SEX Male Female Total NO OF RESPONDENTS 62 58 120 PERCENTAGES (%) 51.7 48.3 100.0

Table 1 shows the distribution by sex of respondents that responded to the items in the questionnaire. Male respondents are 62 (51.7%) and Female 58 (48.3%)respondents. This shows that male respondents are more than the female respondents.

22

Table 2: Distribution of Respondents by Age

AGE NO OF RESPONDENTS PERCENTAGES (%)

Below 12 12-15 16-20 Total

18 73 29 120

15 60.8 24.2 100.0

Table 2 shows that age 12-15 have the highest percentage followed by age 16-20 (24.2%). SECTION B Table 3: Implication of modern technology on teaching and learning of Social Studies in Secondary Schools.
S/N 1. 2.
SA STATEMENTS 64 Computer technology should be used in teaching and learning (53.3%) social studies. 39 Computer technology had performed greater roles in (32.5%) teaching and learning social studies. 47 3 Social studies can be properly taught in a more applicable (39.5%) form through the use of modern technology 61 4 It is necessary for social studies student to be computer literates A 55 (45.8%) 80 (66.7%) 62 (51.7%) 58 (47.2%) 61 (50.8%) D 1 (0.8%) 1 (0.8%) 4 (9.2%) 1 (0.8%) 6 (5%) SD TOTAL 120 (100%) 120 (100%) 120 (100%) 120 (100%) 120 (100%)

.3.

.5.

5 The utilization of modern technology for teaching and (44.2%) learning of social studies will equip every learners and business educators with right skills to face any future 23

(50.8%) 53

challenge.

Table 3 clearly shows that 99.2% (1.19) of the respondents strongly agreed and agreed that computer technology should be used in teaching and learning social studies wile 0.8% (1) of the respondents disagreed. 119 (99.2%) of the respondent agreed that computer technology had performed greater roles in the teaching and learning social studies while 1 (0.8%) disagreed 109 (90.8%) respondent agreed that social studies can be properly taught in a more applicable farm through the use of modern technology while 11 (9.2%) disagreed with the statement 119 (99.2%) agreed that it is necessary for social studies students to be computer literates while 1 (0.8%) respondent disagree. 11th (95%) of the respondents agreed that the utilization of modern technology for teaching and learning social studies will equip every learners with the right skills to face future challenges while 6 (5%) disagreed. Therefore, it implies that modern technology could be used to affect the teaching and learning of social studies positively. Table 4:
S/N STATEMENT
SA A D SD TOTAL

24

1 Computer technology should be used in .6. teaching and learning social studies. 2 Computer technology had performed .7. greater roles in teaching and learning social studies. 3 Social studies can be properly taught in a 8.. more application form through the use of modern technology 4 It is necessary for social studies student .9. to be computer literates 5 The utilization of modern technology .10. for teaching and learning of social studies will equip every learners and social studies with right skills to face any future challenge.

64 (53.3%)

55 (45.8%)

1 (0.8%) 1 (0.8%)

120 (100%)

39

(32.5%)

80 (66.7%)

120 (100%)

47

(39.2%)

62 (51.7%)

11 (9.2%)

120 (100%)

61

(50.8%)

58 (47.2%)

1 (0.8%) 6 (5%)

120 (100%) 120 (100%)

53

(44.2%)

61 (50.8%)

Table 4 shows or implies that modern technology has positive effect on the teaching and learning of Social Studies. Table 5: The need for modern technology in the teaching and learning social studies.
S/N 11. STATEMENTS The use of modern technology assisted by instruction in 25
SA A D SD TOTA L

2 12..

3 13.

4 .14.

5 15..

teaching of social studies should be made compulsory in our school The use of modern technology for teaching and learning of social studies will contributed positively into the development of our economy in the future. The use of modern technology as teaching aids provided pleasant and enjoyable teaching experience. All social studies teachers are expected to have skills for teaching and learning modern technology in social studies. The lecturers in social studies department possess necessary general qualification.

38 (31.7%)

71 (59.2%)

10 (8.3%)

1 (0.8%)

120 (100%)

63 (52.5%)

53 (44.2%)

4 (3.3%)

120 (100%)

61

(50%)

58 (48.3%)

(0.8%)

120 (100%)

57 (47.5%)

57 (47.5%)

4 (3.3%)

(1.7%)

120 (100%)

16 (13.3%)

66 (55%)

32 (26%)

(5%)

120 (100%)

Table 5 reveals that 109 (90.9%) of the respondents agreed with the first statement while 11 (9.1%) disagreed with the statement. U 9(99.1%) agreed with the second statement while 1 (08%) of the respondents agreed with the third statement while 4 (3.3%) disagreed
26

with the respondents agreed with the fourth statement in the table while 6 (5%) of the respondents disagreed with the statement 82 (68.3%) agreed with the fifth statement in the table while 38 (31.7%) of the respondents disagreed with the statements. Therefore there is need for modern technology in the teaching and learning of social studies. Table 6: The impact of modern Technology to Social Studies Programme.
N/S 16. STATEMENTS SA A D SD TOTAL

The lecturers in social studies have good knowledge of teaching and learning modern technology
2

20 (16.7%)

64 (53.3%)

32 (26.7%)

(3.3%)

120 (100%)

All social studies lecturers are 17.. expected to have skill for teaching and learning modern technology in business education. 3 Modern technology 18. utilization has many positive effect on the teaching and learning process of social studies 4 The use of modern technology for
19..

47 (39.2%)

69 (57.5%)

4 (3.3%)

120 (100%)

27

teaching and learning social studies should be made compulsory in our secondary schools. 5 The application of modern technology 20. will be of paramount importance for empowering the young school leavers employed.

Table 6 indicates the following 84 (70%)of the respondents agreed with the first statement in the tab le while 36 (30%) disagreed with the statement 115 (5.8%)of the respondents agreed with the statement (2)in the table while 5(4.2%)of the respondent disagreed with the statement 116(96.7%) of the respondents agreed with statement (3)in the to the while 4(3.3%)of the respondents disagreed with the statement 104(86.6%)of the respondents agreed with statement (4)in the table while 16(13.4%)of the respondents disagreed with the statement. Therefore there is positive impact of modern technology to social studies programme. Table 7: Effect of Non-Availability of Modern Technology on the Teaching and Learning of Social Studies.
S/N STATEMENTS
SA A D SD TOTAL

28

21.

22.

23.

24.

25.

Poor attitude of students towards modern technology has made teaching and learning in effective and inefficient. The students are anger to make use of modern technology in their training process. The teachers in social studies have good. The application of modern technology makes teaching and learning very interesting. Social studies teachers without modern technology are irrational in teaching and learning social studies. The introduction of modern technology will better the life of our incoming generation the nearest.

39 (32.5%)

77 (64.2%)

3 1 (2.5%)

(0.8%) (100%)

120

34 (28.3%)

75 (62.56%)

10 (8.3%)

1 (0.8%)

120 (100%)

30 (25%)

69 (57.5%)

19 (15.8%)

2 (1.7%)

120

(100%)

29 (24.2%)

69 (57.5%)

1 (0.8%)

120

(100%)

42 (35.0%)

77 (64.2%)

1 (0.8%)

120

(100%)

Table 7 shows that 116 (96.7%) of the respondents agreed with statement (1)in the table while 4(3.3%)of the respondents agreed with the statement (20 in the table while 4(9.1%0of the respondents disagreed. 99 (82.56%)of the respondents agreed with statement (30in

29

the table while 21 (17.5%)of the respondents disagreed 98(81.7%0of the table while 21(17.5%0of the respondents disagreed 98(81.7%)of the respondents agreed with statement (40)in the table while 22(18.4%)of the respondents agreed disagreed 119(99.2%)of the respondents agreed with statement (5)in the above table while 1(0.8%)Strongly disagreed with the statement. Therefore, this implies that there is much effect of non-availability of modern technology on the teaching and learning of social studies.

CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMEDATIONS Summary of Findings This research work examined the implication of modern technology on the teaching and learning of social studies in selected

30

junior secondary schools in Atisbo Local Government in Oyo State. The study was carried out to accomplish the following objectives. To find out how interested are students in learning of modern technology. To find out the importance of modern technology on the teaching and learning of social studies. To find out how effective are the social studies teachers in the use of modern technology to teach social studies in their schools. To find out the problem affecting the teaching and learning of social studies with modern technology The findings of the study can then be summarized as follows; Modern technology is very important in the teaching and learning social studies. Students are interested in learning modern technology. The teachers in social studies do not have knowledge of teaching and learning modern technology. Lack of qualified personnel Lack of equipment and facilities

31

Inadequate funding of modern technology in teaching Social

Studies. Conclusion In conclusion modern technology foster the teaching and learning of social studies courses provided that modern technology equipment are available and probably each student can have access to at least one stable computer to work on and manipulate it at any given time. This will undoubtedly bring positive effects to the teaching and learning of social studies in all our secondary schools. However qualified teachers should be appointed and in subsequent time they should be given privilege of training because the world is getting acquitted to new idea on daily basis. Therefore the teachers should be given such opportunities to foster the teaching and learning of social studies.

Recommendations The following recommendations were made to address the problems highlighted earlier.

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The federal government should assist the schools in supplying equipment in teaching and learning social studies to improve the performance of students. The school authority should as much as possible try to give proper maintenance to the few ones supplied by the government to avoid breakdown of these equipments. More emphasis should be made on technology in education by equip their laboratory with modern equipment. The information technology teachers should be encouraged to attend seminars, workshops and in-service training so as to be acquitted with more knowledge and new development in information technology. Students in social studies classes should be made to attend and participate in training in information technology apart from making the course as compulsory subjects in the curriculum.

REFERENCES Fatokun, A.O. (2003). Principles and practice of Educational Technology. International Publishers Limited. Fatokun,A.O. & Akande, E.S. (1998). Enhancing Institutional effectiveness through support services. The case of Library in
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Nigeria Primary Schools. J.E.A publication of school of Education TASCE. Federal Republic of Nigeria(1998) National Policy on Education (Revised)Lagos, Federal Government Press. Hamzat, O.A. et al. (1998). The challenges of Quality Public Education in the 21st Century. Nwako, E.O. & Sylvan, G.V.(1994). Effect of Instructional media on the learning of computer in JSS. African Journal of Educational Research. Ibadan. Department of Teacher Education. Okwor, V.O (2001). Big Media, Little Media Tools and Techniques for Instructions. London. Sage Publication. Tickson, S.O. (1970). Promoting Effective and Efficiency Teaching Learning Process in Secondary Schools System.

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