AN INVESTIGATION INTO THE FACTORS AFFECTING THE USE OF

INSTRUCTIONAL MEDIA IN SOCIAL STUDIES; A CASE STUDY OF

ELAGO COMBINED SCHOOL IN EHEKE CIRCUIT (OSHANA REGION)

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE UNDERGRADUATE DEGREE OF

SOCIAL STUDIES AND ENGLISH MODULES

OF

THE UNIVERSITY OF NAMIBIA, HIFIKEPUNYE POHAMBA CAMPUS

BY

ILENI KADHINGULA KADHINGULA

201503652

01/2020

Supervisor:

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DECLARATION

I, Ileni Kadhingula Kadhingula declare that this dissertation is my own original work that
it has not been presented and will not be presented to any university for similar or any other
degree award.

Signature………………………………………………………………..

Date ……………………………………………………………………

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DEDICATION

I dedicate this work to my parent, brothers and sisters for their support during my study
time, without their help, encouragement and sacrifices, this project would not have been a
success.

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ACKNOWLEDGMENTS

First of all, I would like to extend my greatest gratitude to the Living God, the Almighty
who made it possible for me to be enrolled in this programme and for all the energy and
courage He bestowed upon me until the completion.

My other gratitude goes to my family for their understanding. It was indeed hectic dividing
time between the family, work, religious activities and study. They forfeited some of their
holidays since I had to attend the contact classes.

I would like also to thank my classmate in this programme for the encouragement we had
been giving each other not to quit but to push forward even when sometimes it was getting
tough with the studies.

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TABLE OF CONTENTS
DECLARATION..............................................................................................................................2
DEDICATION .................................................................................................................................3
ACKNOWLEDGMENTS ................................................................................................................4
ABSTRACT .....................................................................................................................................8
CHAPTER 1: INTRODUCTION .....................................................................................................9
1.1. Background of the Study ......................................................................................................9
1.2. Statement of the Problem .................................................................................................. 10
1.3. Research Questions ........................................................................................................... 10
1.4. Significance of the Study................................................................................................... 11
1.5. Limitation of the Study ...................................................................................................... 11
1.6. Conclusion ......................................................................................................................... 11
CHAPTER 2: LITERATURE REVIEW ....................................................................................... 13
2.1. Introduction ....................................................................................................................... 13
2.2. Type of Instructional Media .............................................................................................. 13
2.3. Importance of using Instructional media ........................................................................... 13
2.4. Benefits of Instructional media on Academic Performance .............................................. 14
2.5. Barriers to integration of Instructional media.................................................................... 15
2.6. Integration of Instructional media ..................................................................................... 15
2.7. Conclusions ....................................................................................................................... 16
CHAPTER 3: METHODOLOGY ................................................................................................. 17
3. Introduction ........................................................................................................................... 17
3.1. Research Approach ............................................................................................................ 17
3.2. Research Design ................................................................................................................ 17
3.3. Research Population .......................................................................................................... 17
3.4. Sample Procedures ............................................................................................................ 18
3.5. Data Collection Method .................................................................................................... 18
3.6. Research Instruments......................................................................................................... 19
3.6.1. Semi-Structured Interview............................................................................................. 19
3.7. Data Analysis Procedures .................................................................................................. 19
3.8. Ethical Considerations ....................................................................................................... 19
3.9. Conclusion ......................................................................................................................... 20

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CHAPTER 4: PRESENTATION OF THE FINDINGS ................................................................ 21
4. Introduction ........................................................................................................................... 21
4.1. Factors affecting the use of Instructional Media by Teachers in the Teaching of their
Lessons .......................................................................................................................................... 21
4.1.1. What Causes Teachers not to use Instructional Media in Social Study Lesson? .......... 21
4.1.2. Which School Factors influence Teachers not to Use Instructional Media? ................. 22
4.1.3. Which Aspects are Associated with the Learners that Causes Teachers not to use
Instructional Media? ...................................................................................................................... 22
4.2. What are the Benefits of using Instructional Media in Social Study Lessons? ................. 23
4.2.1. What are the Advantages of using Instructional Media for you as a Teacher? ............. 23
4.2.2. What are the Advantages of using Instructional Media in your Lesson for the Learners?
23
4.2.3. Does the School Benefit from an Instructional Media Classroom Setting? .................. 24
4.3. How can Instructional Media be integrated in Social Study Lesson? ............................... 24
4.3.1. What can the Teachers do to integrate Instructional Media in Lesson? ........................ 24
4.3.2. What can the School do to ensure Teachers integrate the use of Instructional Media in
Lessons? 25
4.3.3. What other Methods can be used for Successful Integration of Instructional Media in
Lessons? 25
4.4. Conclusion ......................................................................................................................... 26
CHAPTER 5: DISCUSSION OF THE FINDINGS ...................................................................... 27
5. Introduction ........................................................................................................................... 27
5.1. Factors influencing Teachers not to use Instructional Media ............................................ 27
5.2. Benefits of using Instructional Media ............................................................................... 28
5.3. Integration of Instructional Media ..................................................................................... 28
CHAPTER 6: SUMMARY, CONCLUSION AND RECOMMENDATIONS ............................ 30
6. Introduction ........................................................................................................................... 30
6.1. Summary ........................................................................................................................... 30
6.2. Conclusion ......................................................................................................................... 31
6.3. Recommendations ............................................................................................................. 32
7. REFERENCES ...................................................................................................................... 33
8. APPENDICES ....................................................................................................................... 38
8.1. Semi-structure Interview Questions .................................................................................. 38

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 Appendix A: .................................................................................................................. 38
8.2. Consent Form .................................................................................................................... 40
8.3. Permission Letter from UNAM ......................................................................................... 41

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ABSTRACT

The study reports into the factors affecting the use of instructional media in social studies;
a case study of Elago Combined School in Eheke Circuit (Oshana region). Semi-structured
interviews questions were used as a research instrument.

The study investigated the factors affecting senior primary teachers in using instructional
media in order to enhance learners learning of Social Study content. Data was collected
through interviews and it was concluded that, from a teaching perceptive teachers can
integrate instructional media in the teaching to aid with the explanation of topics to the
learners. Instructional media also fosters a learner centred approach because instructional
media can facilitate learning and boost collaborative learning among learners.

Recommendations were drawn, such as instructional media primarily should involve all
stakeholders in education for teachers to effectively use instructional media in their lessons.
From the findings of this study teachers can extract strategies on how to implement
instructional media in their teaching to provide a modern learning environment for positive
understanding of developing learners through instructional media use. The findings
emphasise the reasons why Social Study teachers are not using instructional media.

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CHAPTER 1: INTRODUCTION

1.1. Background of the Study

Scanlan (2003) stated that instructional media encompasses all the materials and physical
means an instructor (teacher or trainer) might use to implement instruction and facilitate
learners’ achievement of instructional objectives. According to Azikiwe (2007) found that
instructional media cover whatever the teacher uses to involve all the five senses of sight,
hearing, touch, smell and taste while presenting his/her lessons.

According to Wambui (2013) suggested availability and adequacy of Instructional Media

contribute pupil’s participation as it exposes learners to the real world of learning. Similarly
Makewa (2012) argued that the use of instructional resources that are related to the basic
content of a lesson helps learners to understand a particular lesson. The use of various
instructional media makes the learning process more effective because it builds greater
understanding, reinforcement and retention of the subject matter (Ngussa, 2015).

According to Namibia National Institute for Educational Development (NIED, 2O12) in

most cases a classroom that is featured by various Instructional Media such as posters,
charts, and pictures enriches learner’s ability to read and count as it keeps them busy and
engaged.

The National Curriculum for Basic Education (Ministry of Education, 2010:13) with
specific reference to Social Studies, intends that learners learn and understand the
importance of human rights and democracy and environmental issues, and they should also
explore and come to understand the interaction between social, cultural, economic, civic
and political issues, and these human rights, democracy and environmental issues need to
teach with the aid of instructional media for the learners to understand those contents.

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1.2. Statement of the Problem

For quite some times now, the teaching of social studies has suffered in the hands of un-
resourceful and un-motivated teachers, especially at the primary and junior secondary
school level. Many teachers at this level feel that social studies lesson does not necessarily
need to be accompanied by the uses of instructional materials. There has been general
outcry of poor performance of learners in social studies in secondary school in the country.

This poor performance stems from the mare fact that there are inadequate instructional
materials or resources that will facilitate the teaching of the basic concept of social studies.
Jiya, (1998), and Kojo (2006) have noted the above mentioned.

The social studies learning therefore appear very abstract and difficult for the learners as
they used their sense only. It has been observed that the social studies teachers find a very
herculean task to accompany their lesson with relevant instructional materials such as audio
aids, visual aids, visual and audio-visual aids.

This is perhaps due to lack of textbooks or resourcefulness or lack of innovativeness or

gross incompetents of the teachers. Whichever is the case, this lack of instructional
materials constitutes a great deal of problem for effective teaching and learning of the
subject.

1.3. Research Questions

1.3.1. To what extent would the use of instructional material influence the learners’
performance in the teaching and learning of social studies?
1.3.2. To what extent would the selection of relevant materials influence the teaching and
learning of social studies?
1.3.3. To what extent do teachers improvise instructional materials to facilitate the
teaching and learning of Social Studies?

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1.4. Significance of the Study

The essence of any research endeavor is an addition to the academic satisfaction, to find
solution to the numerous problems confronting man in his attempt to actualize himself in
the context of the society. Instructional materials stimulate critical and creative thinking in
learners which is an important cornerstone of the Social Studies philosophy. They also help
the learners to develop the skill of analytical enquiry, motivate to produce their own
materials and provide experience that are not easily obtained within the classroom
environment.

The research will be of help to the younger generation researchers who wish to conduct
similar research in the field. It will served as a material to curriculum planners, educational
policy makers, writers of social studies textbook and teachers of social studies in various
secondary schools. Finally, this research will be useful to government as findings of this
studies as well as recommendations could be used by the ministry of education as frame
work to organize seminars and workshop to train secondary school teachers on how to
teach social studies effectively.

1.5. Limitation of the Study

Its major limitation was the problem of getting information from the company under study.
Qualitative research projects, and more specifically, the results yielded by case studies, are
known to be difficult to generalise. The fact that the participants will come from the same
school, coupled with the small sample size (4 teachers) limit the generalizability of the
findings. This is because of the subjectivity underlying the information provided by
respondents and the small sample size.

1.6. Conclusion

Chapter 1 presents an overview of the background of the study on the usefulness of

instructional media, problem statement, research questions, significance of the study, and

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the limitations of the study. Following chapter will present some previous literature reviews
on types of instructional media their importance, benefits, barriers to integration and
possible solutions on how to integrate instructional media.

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CHAPTER 2: LITERATURE REVIEW

2.1. Introduction

Relevant literatures were reviewed on an investigation into the factors affecting the use of
instructional media in social studies; a case study of Elago Combined School in Eheke
Circuit (Oshana region). The purpose of this literature review is to discover research
specific data by other scholars on factors affecting the use of instructional media.

2.2. Type of Instructional Media

Naumy (2012) categorizes instructional media into three groups namely:

Visual media: Are those media whose content is received through the sense of sight,
Examples of these include books, pictures, photographs, charts, diagrams, maps, posters,
drawings, real objects, chalkboard and cartoons.

Audio media: These are media that involves hearing. Examples of audio media are radio,
tapes, telephone, disc recordings, telephone and sound distribution systems.

Audio- visual media: These include films, television, video tapes, demonstrations and
motion pictures.

2.3. Importance of using Instructional media

Oluwagbohunmi and Abdu-Raheem (2014) acknowledged that instructional materials are

used by teachers to aid explanations and make learning of subject matter understandable to
students during teaching and learning process. Abdu-Raheem (2016) defined instructional
materials as essential and significant tools needed for teaching and learning of school
subjects to promote teachers efficiency and improve students’ performance. Nwike and
Catherine (2013) also stated that students learn and perform better when they are taught

13
with instructional materials because using instructional materials gives the students the
chance to view, feel, listen and touch the material during teaching, which help to arouse
the students’ attention and interest on the process of teaching and learning.

In Kenya, a study by Chepngetich (2015) concluded that pupils who were taught using
traditional methods of teaching with integration of video programs significantly performed
better than those pupils taught without the use of video programs.

Achola et al. (2016) argued that teaching using various instructional materials improved
the performance of learners in various learning activities including ability to write dictated
words. The significance of instructional media is also presented by Karanja (2015) that
teaching and learning resources are important in education because they motivate and
encourage learners to utilize more than one sense hence increasing their attention and
retention capacity. Naz and Akbar (2010) further argued that instructional media have
many advantages in terms of repeatability, transportability and increased equity access.

2.4. Benefits of Instructional media on Academic Performance

Abdu-Raheem (2011) asserted that non availability and inadequacy of instructional

materials are major causes of ineffectiveness of the school system and poor performance
of students in schools. Abdu-Raheem and Oluwagbohunmi (2015) also corroborated the
idea that resourceful and skilful teachers should improvise necessary instructional
materials to promote academic standard in Nigerian schools. Oluwagbohunmi and Abdu-
Raheem (2014) further emphasised that instructional materials are such used by teachers
to aid explanations and make learning of subject matter understandable to students during
teaching learning process.

Olayinka (2016) who conducted a study in Nigeria revealed that pupils taught with various
instructional materials have excellent achievement as compared with those taught without
various instructional materials. Igu et al. (2014) discovered that instructional materials
facilitate teaching and learning of social studies. A study by Wambura (2017) stated that

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computers have many benefits in education including enhancing academic works,
improving lesson and students understanding and influencing independent learning. In
similar vein, Makewa et al. (2012) argued that the use of instructional resources that are
related to the basic content of a lesson helps learners to understand a particular lesson.

2.5. Barriers to integration of Instructional media

Flick (2012) reported that teachers have limitation on planning time, recommended ways
to make media resources known to teachers and put in place so that they do not have to
keep searching for them. Abdo & Semela (2010) in their study on instructional media use
in primary schools in Gedeo zone, Ethiopia recommended that management should provide
media resources to teachers because they do not have time to search them on their own and
also concluded that teachers ability to integrate instructional media is affected by the
strength of school leadership. Al-zaidiyeen, Mei & Fook (2010) in a study agreed that
teacher’s attitude towards technology and levels of technology use in the classroom
established that teacher’s attitude and motivation had a predictive value towards their level
of ICT utilization in the classroom.

2.6. Integration of Instructional media

Adegbija and Fakomogbon (2012) suggested the use of instructional media in teaching and
learning in selected schools in Nigeria, confirmed that the experience a teacher had with
instructional media through in-service training, workshops and conferences promoted
utilization of instructional media.

Khan et al. (2012) with their study in Bangladesh reveals that the main barriers to the
introduction of ICT into education in developing countries is lack of resources within
educational institutions, lack of computers, lack of sufficient computer experience for both
students and instructors and other ICT-supported tools in the classrooms. According to
Livingstone (2011) ICT devices bring together traditionally separated education media
(books, writing, audio recordings, video recordings, databases, games, etc.), thus extending

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or integrating the range of time and places where learning can take place. Bingimlas (2009)
identified two main categories of barriers: teacher-level barriers and school-level barriers.
The major teacher-level barriers are lack of teacher confidence, lack of teacher competence,
resistance to change and negative attitudes. The basic school-level barriers are lack of time,
lack of effective training, lack of accessibility to ICT-based resources and lack of technical
support in classroom. Teacher educators needed training in the areas of media and digital
resource development, technology planning and evaluation, action learning and research,
and specialized ICT in teaching and learning (Loisulie & Mselle, 2015; Singh, 2016).

2.7. Conclusions

In these chapter the researcher just reviewed previous scholar’s academic work that are
related to the researcher’s topic to gain a better perspective. The next chapter discusses the
methodology to be used to collect data for this study.

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CHAPTER 3: METHODOLOGY

3. Introduction

This chapter represents the research approach, research design, research population, sample
procedure, data collection method, research instruments, data analysis procedure and
ethical considerations.

3.1. Research Approach

The qualitative research based-approach was used. According to Maxwell (2013)

qualitative research approach seeks to tell the story of a particular group’s experiences in
their own words, and is therefore focused on narrative. Qualitative research tends to be
more exploratory in nature, seeking to provide insight into how individuals (or
organizations, groups, etc.) understand aspects of their worlds.

3.2. Research Design

According to Yin (2009), a case study is a research strategy and an empirical inquiry that
investigates a phenomenon within its real-life context. Case studies are based on an in-
depth investigation of a single individual, group or event to explore the causes of
underlying principles. For this study, a case study has been used to investigate the factors
affecting the use of instructional media by teachers in the teaching of their lessons.

3.3. Research Population

Wiid and Diggines (2013) defined population as a well-defined collection of individuals or

objects known to have similar characteristics. All individuals or objects within a certain
population usually have a common, binding characteristics or trait. The population of this
study are the Principal, Head of Department of Social Science and the Social Study teachers
at Elago Combined School in Eheke Circuit (Oshana region).

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3.4. Sample Procedures

Alvi (2016) defined a sample, as a group of people, objects, or items that are taken from
a larger population for measurement. The sample is the representative of the population to
ensure that we can generalise the findings from the research sample to the population as a
whole.

The total number of four (4) people were used as a sample at the time of carrying out this
research and this involve the Principal, Head of Department of Social Science and the two
(2) Social Study teachers at Elago Combined School in Eheke Circuit (Oshana region).

Purposeful (purposive) sampling method was used during the study in which according to
Cresswell & Plano (2011), it involves identifying and selecting individuals or groups of
individuals that are especially knowledgeable about or experienced with a phenomenon of
interest. This method was used because the identified group is dealing with Social Study.

3.5. Data Collection Method

Data collection method is a process of collecting information from all the relevant sources
to find answers to the research problem and evaluate the outcomes. Data collection methods
can be divided into two categories: secondary methods of data collection and primary
methods of data collection. A permission letter was arranged by the University to take with
to the Principal of Elago Combined School in Eheke Circuit (Oshana region). I have
explained the purpose of my research to the participants. The researcher utilized the case
studies and previous research studies as a secondary data method. Semi-structured
interviews were used too as a primary method of data collection.

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3.6. Research Instruments

3.6.1. Semi-Structured Interview

Cresswell & Plano (2011) defined the semi-structured interview as a qualitative data
collection strategy in which the researcher asks informants a series of predetermined but
open-ended questions. The semi-structured interview questioned were formulated and
structured. The researcher then interviewed the Principal, Head of Department of Social
Science and the two (2) Social Study teachers at Elago Combined School in Eheke Circuit
(Oshana region).

3.7. Data Analysis Procedures

Flick (2013) explained that qualitative data analysis is the classification and interpretation
of linguistic (or visual) material to make statements about implicit and explicit dimensions
and structures of meaning-making in the material and what is represented in it.

The data were summarised and sorted out. The data collected from interviews were
transcribed by looking for similarities and arguments between the Principal, Head of
Department of Social Science and the two (2) Social Study teachers at Elago Combined
School in Eheke Circuit (Oshana region).

3.8. Ethical Considerations

Ethical concerns involve protection against possible harm against participants,

confidentiality of the research data, and deception (Nind, Curtin & Hall, 2016). All
information collected were kept confidential and were only be used for the purpose of the
study only. All participants for this study were informed through letters, which had a clear
description of the study, and this allowed the participants to indicate whether they agree or
disagree to take part in the study. Emphasises were finally be put on the participants that

19
their participation were voluntary and that they were free to withdraw at any time if they
felt uncomfortable.

3.9. Conclusion

This chapter described the methodology that were used to collect and interpret data for this
study. The research design, population, sampling procedure, research instruments that were
used to conduct the study, data collection procedure, data analysis procedure and ethical
considerations were discussed. The next chapter will concentrate on the data findings
(presentation) from the interviews and how they were discussed.

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CHAPTER 4: PRESENTATION OF THE FINDINGS

4. Introduction

The purpose of this study was to investigate the factors affecting the use of instructional
media in social studies; a case study of Elago Combined School in Eheke Circuit (Oshana
region). This chapter reported the results of this investigation. Data were collected through
interviews with the teachers teaching Social Studies, the Head of Department of Social
Science and the Principal, respectively at Elago Combined School in Eheke Circuit
(Oshana region).

4.1. Factors affecting the use of Instructional Media by Teachers in the Teaching of
their Lessons

4.1.1. What Causes Teachers not to use Instructional Media in Social Study Lesson?

Teacher A said that instructional media are difficult to come by as they are expensive and
creating own instructional media is even more hard to produce while Teacher B said that
instructional media are hard to maintain in good workable condition to use them year after
year. The Head of Department of Social Science expressed that teachers teaching Social
Studies at Elago Combined School in Eheke Circuit (Oshana region) were trained in
Colleges which did not put much emphasis on instructional media. The Principal of Elago
Combined School in Eheke Circuit (Oshana region) shared the same sentiment as the Head
of Department by saying that:

“Some teachers did not get the necessary training needed in using the aid of instructional
media to teach the learners because all the Social Studies teachers studied at the College
of Ongwediva and only obtained the Basic Education Teaching Diploma which did not
allow them to receive the necessary training regarding the use, importance and
implementation of instructional media in their teaching”.

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4.1.2. Which School Factors influence Teachers not to Use Instructional Media?

The Head of Department at Elago Combined School in Eheke Circuit (Oshana region) said
one school factor affecting teachers not to use instructional media is that the school does
not give the needed monetary funds for teachers to buy the required instructional media for
teachers to use. The Principal also emphasized that location of the school also influences
the teachers in using instructional media as the school cannot just release medias such as
white board and the only overhead projector for everyday use as a means of instructional
media for every teacher to teach, and that’s why the items are stored away and only
requested to be used in teaching of the considered troubling topics. Teacher B agreed with
Principal mentioning that:

“….for example if the teachers want to search for information the wireless modern
sometimes does not want to connect due to the location of the school, the connectivity of
the wireless modern signal is occasionally weak”.

4.1.3. Which Aspects are Associated with the Learners that Causes Teachers not to
use Instructional Media?

Teacher A said that some learners are not interested in the instructional media and Teacher
B said not all learners have the energy to concentrate on the instructional media which is
used in class because they are not used to that kind of teaching of teachers using advanced
instructional media. The Head of Department have agreed with Teacher A and B by saying
that:

“The learners at Elago Combined School in Eheke Circuit (Oshana region) are not
exposed to technological items. Henceforth teachers cannot use instructional media’s such
as smart board or overhead projectors”.

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4.2. What are the Benefits of using Instructional Media in Social Study Lessons?

4.2.1. What are the Advantages of using Instructional Media for you as a Teacher?

Teacher B explained that, when for instance teaching a topic that has pictures and video
the PowerPoint can be used in the classroom to present the lesson to the learners more
quickly and easily by the teacher. The Principal and Head of Department shared the same
view by indicating that, instructional media makes teaching much easier for both the
teachers and the learners because instructional media are self-explanatory and they
reinforce what the teacher is teaching to the learners. Teacher A agreed with Teacher B
that:
“Using instructional media such as TV or PowerPoint to present lessons can attract the
attention of the learners and keeping the learners interested in the lesson being taught”.

4.2.2. What are the Advantages of using Instructional Media in your Lesson for the
Learners?

Teacher A and B both shared the same concern that instructional media reduces the
interaction between learners as well as between learners and the teachers. The Head of
Department emphasized that instructional media’s raises learner’s achievement in their
school work. The Principal at Elago Combined School in Eheke Circuit (Oshana region)
further agreed with the Head of Department by saying that:

“Learner’s academic performance significantly increases in terms of topics which are

taught with the aid of instructional media. The learners have a much better retention of the
content taught with the help of instructional media and tend to understand the topics much
better”

and strongly disagreed with Teacher A and B that:

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“Instructional media gives learners the opportunity to collaborate and interact with their
peers resulting in learners learning from each other and fostering the peer-to-peer
learning”.

4.2.3. Does the School Benefit from an Instructional Media Classroom Setting?

The Head of Department understand that the teachers at the school end up gaining
understanding of the importance of instructional media’s, the experience of using them
correctly in different topics of any subject. The Principal furthermore explained that the
classrooms with instructional media setting influences potential future learner’s parents’to
enrol their children at Elago Combined School in Eheke Circuit (Oshana region). Even
though Teacher A and B did not share the same sentiment that of the Principal or Head of
Department, they both strongly agreed that:

“The school surely benefits from a classroom with an instructional media setting. They all
gave examples but their examples were all simply explaining the same thing, the school to
come up with a rich instructional media classroom environment which can be used by all
teachers to teach topics which will need to be taught with the aid of instructional media
materials”.

4.3. How can Instructional Media be integrated in Social Study Lesson?

4.3.1. What can the Teachers do to integrate Instructional Media in Lesson?

The Principal proposed that, teachers must start pasting posters that they receive from their
Head of Departments in their classrooms to ensure that the learners can view or interact
with the information regularly and not only interact with information on the poster when
the teacher is teaching a topic related to the displayed poster. But the two teachers (Teacher
A and B) argued that they paste the posters but the learners tend to tear and damage the
posters leading and that cause the them (the teachers) to remove and store them. They then

24
only using them when teaching a certain topic related to the information on the poster. The
Head of Department suggested that:

“Teachers must put more effort in coming up with their own instructional media and not
only to depend on the provided instructional media because policymakers renewed the
curriculum by putting more emphasises on instructional media integration to enhance
maximum effects on instruction and learner outcomes. Teaching methodologies of teachers
should change from the current traditional teaching methodology”.

4.3.2. What can the School do to ensure Teachers integrate the use of Instructional
Media in Lessons?

Teacher A and B both highlighted that, the school management should release the funds
located to purchase the necessary instructional medias such as television, DVD player and
to repairs the computers in the computer lab at Elago Combined School in Eheke Circuit
(Oshana region) so that teachers can use those instructional media’s in their teaching. The
Principal however said that:

“Financial allocation for instructional media such as computers and their laboratories
are very expensive especially when considering the geographical location of the school”.

4.3.3. What other Methods can be used for Successful Integration of Instructional
Media in Lessons?

The Head of Department at Elago Combined School in Eheke Circuit (Oshana region)
suggested that the teachers must be enrolled in the workshops and be trained on how to
successfully create instructional media, for example, an in-depth training on how to use
them effectively in their lessons. In the same vein the Principal highlighted that:

25
“He will encouraged the teachers to acquaint themselves with the new modern
technological equipment that are being used in teaching to help the learners to understand
the topics and to have a better retention of the content taught”.

4.4. Conclusion

These chapter reported the findings of the research study. It discussed the data that were
collected from the interview and in the next chapter which is chapter 5, it discussed the
data analysis and interpretation.

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CHAPTER 5: DISCUSSION OF THE FINDINGS

5. Introduction

This chapter’s main focus was on analysing the data that were previously reported in
chapter 4. It concentrates on the main three (3) main themed research questions and
interpreted them in order to understand the data collected through interview from teachers
at Elago Combined School in Eheke Circuit (Oshana region).

5.1. Factors influencing Teachers not to use Instructional Media

According to Al-zaidiyeen, Mei & Fook (2010) in their study, they agreed that teacher’s
attitude towards technology and levels of technology that used in the classroom have
established that the teacher’s attitude and motivation had a predictive value towards their
level of ICT utilization in the classroom and this was supported by the Principal by
encouraging the teachers to acquaint themselves with the new modern technological
equipment that are used in the teaching service to help learners understand topics and to
have a better retention of the content taught and not to have negative attitudes.

Teacher A and B both highlighted that, the school management must release the funds
located to purchase the necessary needed instructional media such as television, DVD
player and as well as to repairs the computers in the computer lab. This argument is similar
to Khan et al. (2012) study in Bangladesh, which emphasized that the main barriers to the
introduction of ICT into education in developing countries is the lack of resources within
educational institutions, lack of computers and sufficient computer experience for both
students, instructors and other ICT-supported tools in the classrooms.

According to Teacher A, the instructional media’s are difficult to come by as they are
expensive and creating own instructional media is even more hard to produce while
Teacher B said emphasized that, instructional media are hard to maintain in good workable
condition to use them year after year. And this contradicts Abdu-Raheem and

27
Oluwagbohunmi (2015) study which suggested that, teachers should be resourceful and
skilful in improvising necessary instructional materials to promote academic standard.

5.2. Benefits of using Instructional Media

The views for both Teacher A and B emphasizing that the usage of instructional media
such as TV or using PowerPoint to present lessons can attract the attention of the students
is supported by Olayinka (2016) study conducted in Nigeria which is revealing that pupils
taught with various instructional materials have excellent achievement as compared with
those taught without various instructional materials.

A study by Wambura (2017) stated that computers have many benefits in education and
this includes the enhancement of academic works, improving lessons and students in
understanding the subject. The same argument was raised by Teacher A and B, they
outlined that instructional media gives learners the opportunity to collaborate and interact
with their peers resulting in learners learning from each other.

The Head of Department said that instructional media significantly increased learner’s
academic performance in terms of topics which are taught with the aid of instructional
media. The learners have a much better retention of the content taught with the help of
instructional media and tend to understand the topics much better which is supported by
Karanja (2015) saying that teaching and learning resources are important in education
because they motivate and encourage learners to utilize more than one sense hence
increasing their attention and retention capacity.

5.3. Integration of Instructional Media

Adegbija and Fakomogbon (2012) suggested the usage of instructional media in teaching
and learning in selected schools in Nigeria, confirming that the experience a teacher had
with instructional media through in-service training, workshops and conferences had
promoted the utilization of instructional media which is a pivotal part in the integration of

28
instructional media which the Head of Department strongly suggested that, the teachers
must be enrolled in the workshops to be trained on how to successfully create instructional
media and how to use them effectively in their lessons.

Abdo & Semela (2010) in their study on instructional media use in primary schools
recommended that, management should provide media resources to teachers because they
do not have time to search them on their own and also concluded that the teachers ability
to integrate instructional media is affected by the strength of school leadership which the
Head of Department strongly disagreed upon saying that teachers should put more effort
in coming up with their own instructional media and not only to depend on the provided
instructional media because policymakers renewed the curriculum putting more
emphasises on instructional media integration to enhance maximum effects on instruction
and learner outcomes.

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CHAPTER 6: SUMMARY, CONCLUSION AND RECOMMENDATIONS

6. Introduction

This study objective is trying to give the necessary depth understanding on the reasons why
Social Study teachers are not using instructional media in their lesson presentations.

6.1. Summary

This study gathered information on the factors affecting the use of instructional media in
social studies; a case study of Elago Combined School in Eheke Circuit (Oshana region)
and the questions for this study were: Why teachers are not using instructional media in
Social Study lessons? What are the benefits of using instructional media in Social Study
lessons? How can instructional media be integrated in social study lessons? At a selected
school in Eheke Circuit of Oshana Region.

The study used qualitative research approach to answer the main research questions. Semi-
structured interview were used as a means to collect data from the participants. The
participants in this study were purposively sampled for the study. The participants were the
Principal, the Head of Department for Social Science and two (2) social study teachers
whom were interviewed using semi-structured interview questions. Teachers indicated
interest in instructional media.

The study highlighted the factors influencing teachers not to use instructional media when
teaching Social Studies lessons. Furthermore this study also stressed the benefits of using
instructional media in Social Study lessons and lastly it highlighted how instructional
media can be integrated in the teaching of Social Studies lessons.

30
6.2. Conclusion

In conclusion, this study investigated the factors affecting senior primary teachers in using
instructional media in order to enhance learners in learning of Social Study content. This
study focused on the three (3) broad main question mentioned in chapter one (1) of this
study.

The literature review discussed in chapter two (2) concentrated solely on the three (3) main
questions outlined in chapter one (1). Chapter three (3) discussed the methodology that
were used in the study, the study was a qualitative one based on the research design of a
being a Case Study. Data were collected through interviews.

Chapter four (4) merely presented the data collected by interviewing four (4) participants
of the study who were the Principal, Head of Department and two (2) Social Studies
teachers, while in chapter five (5) the presented data in chapter four (4) were discussed to
find any similarities between the collected data, the literature that was reviewed in chapter
two (2). Finally I concluded that from a teaching perceptive teachers can integrate
instructional media in teaching to aid with the explanation of topics to the learners.
Instructional media also fosters a learner centred approach because instructional media can
facilitate learning and boost collaborative learning among learners.

Instructional media primarily should involve all stakeholders in education for teachers to
effectively use instructional media in their lessons. From the findings of this study teachers
can extract strategies on how to implement instructional media in their teaching to provide
a modern learning environment for positive understanding of developing learners through
instructional media use.

The findings emphasise the reasons why Social Study teachers are not using instructional
media.

31
6.3. Recommendations

From this study the researcher drew four (4) recommendations, to be implemented for
successfully usage and integration of instructional media by Social Study teachers.

 There is a need implement strategies to help Social Study teachers in using

instructional media.

 Schools should provide in-service training on how teachers can integrate

instructional media and not only rely on workshop training.
 The education training system should come up with a module that trains prospective
teachers on the usage of instructional media and emphasising the worth and
importance of instructional media.
 Teacher’s attitudes should change towards the use of instructional media and
familiarise themselves with strategies of teaching with the aid of instructional
media.

32
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8. APPENDICES

8.1. Semi-structure Interview Questions

Appendix A: Semi-structured interview questions for the Principal, Head of

Department and the two (2) Social Studies Teachers.

Interviewee name: …………………………………………………………………………

Date: …………………………………

Reason for the study

Firstly any information that you will provide will be kept confidential. This study seeks to
investigate the factors affecting the use of instructional media by Social Study teachers.

1. Why are teachers not using instructional media in Social Study lessons?

(a) What causes teachers not to use instructional media?

(b) Which school factors influence teachers not to use instructional media?
(c) Which aspects are associated with the learners that causes teachers not to use
instructional media?

2. What are the benefits of using instructional media in Social Study lessons?

(a) What are the advantages of using instructional media for you as a teacher?
(b) What are the advantages of using instructional media in your lesson for the
learners?
(c) Does the school benefit from an instructional media classroom setting?

38
 3. How can instructional media be integrated in Social Study lessons?

(a) What can the teachers do to integrate instructional media in lesson?

(b) What can the school do to ensure teachers integrate the use of instructional media
in lessons?
(c) What other methods can be used for successful integration of instructional media
in lessons?

……………………………………………………………………………………………..

THANK YOU VERY MUCH FOR YOUR CO-OPERATION

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8.2. Consent Form

Appendix B: Consent Form

Research Topic: FACTORS AFFECTING THE USE OF INSTRUCTIONAL

MEDIA IN SOCIAL STUDIES; A CASE STUDY OF ELAGO COMBINED
SCHOOL, EHEKE CIRCUIT (OSHANA REGION

I Ileni Kadhingula Kadhingula (201503652) a final year education student at the University
of Namibia, Hifikepunye Pohamba Campus majoring in Social Studies and English
modules. We are required to conduct research projects in any of our two majoring modules,
and I decided to conduct my research project in Social Studies on the abovementioned
research topic.

This letter serves to inform all prospective participants of this study that any information
collected will solely be used for academic means, there would not be any backlash because
the information will be kept confidential and participants should be free when answering
any questions. Participants are welcomed to leave the study any time they please and
participants names will also be kept confidential and none will be exposed.

Be free to provide information that is relevant to the study, but before doing that I am
politely asking you as participant to sign the consent letter confirming that you as a
participant is willingly participating in this study.

THANK YOU.

Participants signature: ………………………………………

Date: ………………………

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8.3. Permission Letter from UNAM

41
42