Olayinka in the topic of money.Study recommends that learners

Olayinka (2016) concluded that Social Studies teachers mustuse
the essential teaching materials for their academic work and mustwork on ways
and means to produce materials that is not available.It is thus important for
the government, administrators and parents work hand-in-hand to produce
instructional materials forteachers of Social Studies to facilitate
instructional and improvements in the learning outcomes of the students.

The study found thatteaching aids are indispensable to the
effective teaching and learning activitiesand successful instructional delivery
inschools. Hence, instructional materials are necessary to enable students
acquire better knowledge and skills.This study also confirmed that themale
students in the experimental group have better statistically significant
meanscores and greater achievement than the male studentsin the control groups.
The male students taught withinstructional materials performed excellently than
those who were taught without them. The study discovered that there is
statistical significant difference between the achievement mean scores of
female students in the experimental and control groups. This findings also
indicated that there is no significant interaction effect of treatment and
gender on students’achievement in Social Studies.

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Adipo (2015) found out that the research project indicated that
teachers have undergone an education system that had enlightened them on need
to know when, why and how to use manipulative effectively in the classroom as
well as opportunities to observe; first-hand impact of allowing learning
through exploration with concrete objects. According to findings the difference
in performance of children-respondents of the studywas found to have a
significant difference between these who used instructional materials as
against to those who did use the instructional materials.  This shows that learners who are taught
mathematics with instructional materials learn best than those who are only learn
mathematics using lecture only.The study clear manifests that the improvement
was due to the intervention made by using instructional material.Moreover, the
impact of instructional material was highest in the topic of money.Study
recommends that learners be given instructional materials to utilize best
learning in mathematics. 

Nwike (2013) found out that the learnersinstructed
with instructional technologieslearned better as compared tostudentsinstructed
withoutinstructional materials. There is no actually significant difference in
the mean achievement scores ofboys and girlslearners. The null hypothesis peg
at 0.05 level of significance showed thatthere is actually significant
difference between the achievement result of those who used instructionalmaterials
and those who did notuse instructional materials. The recommendation was,
thatinstructional technologies be utilized in instructions in secondary level
because of its impact onstudent’s performance is positive.

Adebule (2015) likewise investigated the effectiveness of using instructional
material on the performance of the students in mathematics.  
The study was comprised of selected students using
pre-test and post as a mean to measure their achievements.Multistage sampling
technique was done to select ninety students from different secondary schools. A
self-designed instrument wasutilized by the researcher.Thenby using Multiple
Bar Charts, Achievement Mean Scores, the responses were analyzed.It was
discovered that there were significant difference between control (without instructional
materials) and experimental (with instructional materials) group.The study
recommends the vigilant supervision for the instructional materials be utilized
efficiently and regularly.

Akpan (2017)
made findings on the effect of instructional materials on the academic
performance of pupils.The study population comprised of all the students from
the public and private primary schools in Ikwuano Local Government Area of Abia
state. The simple random samplings technique was used for the selection of the
sample and 300 pupils made up the sample for the study. The instruments for
data collection were a questionnaire and the result of a post-test. Data
collected were analyzed using simple mean and percentage. The findings were
that the children who were taught with instructional materials performed better
than those who were not. It was recommended that teachers should be made to
undergo seasonal trainings to acquaint themselves of the modern trends in
instructional technology; they should make out time for improvisation of
instructional materials; an instructional material bank should be located
within the reach of the teacher for easy access; there is the need to explore
and expand the scope of instructional materials from charts, and pictures to
overhead projectors, slides and web-based instruction which will require
satellite receiver, computer, television, electronic boards etc.

     Peel (2014)revealed that many schools for
the deaf do not have a proper set-up for inclusive education.  The factors that lead to learning breakdown
and prevent learners from reaching their full potential are known as barriers
to learning and development. She identified the 
barriers to learning and development 1. Negative attitudes to and
stereotyping of differences; 2. Inflexible curriculum; 3.Inappropriate
languages or language of learning and teaching; 4.Inappropriate communication; 5.Inaccessible
and unsafe built environments; 6.Inappropriate and inadequate support services;
7.Inadequate policies and legislation; 8.Non-recognition and non-involvement of
parents; 9.Inadequately and inappropriately trained education managers and
educators.

     Solario (2014) said that there several
challenges that is associated with deaf education.  Based on his research, Head Teachers respond
that;A majority of their students had come from mainstream schools; All the
head teachers report that self-esteem was an issue on arrival; Total
Communication was the preferred medium of communication.  While deaf students respond that; All
reported that language was the main problem in their previous schools; Alienation
from the rest of the student population due to language barriers; Labels such
as ‘thick’, ‘disruptive’ and ‘stubborn’ used to describe them in their previous
schools; All preferred their present schools; Sign language skills developed
more rapidly when they transferred to special schools; All would prefer to be
in a sign language environment when they leave school.

     Miller (2015) said that many educators of
deaf learners have difficulties with language communication whenever they
wished to freely express thoughts and feelings about themselves.  Several discoveries emerged from the study
which suggested that visual related presentation could be instrumental as
additional ways for deaf learners to express and interpret their thoughts and
feelings.

     The study was hoped that their resulting
art work could provide a means of expression serving more effectively than
words.  The second aspect was the form of
communication, feelings, thoughts and ease of expression were explored.