Adamu, Mohammed2024-09-272024-09-272024-02https://ir-library.ku.ac.ke/handle/123456789/28924A Thesis Submitted in Partial Fulfilment of the Requirement for the Award of Degree of Masters of Education (Social Studies History Education) in the Department of Educational Communication and Technology, School of Education, Kenyatta University February, 2024 Supervisors: 1. Samson Ondigi 2. Benard Chomba MugoEducation is substantial too; that affects people’s lives and empowers them to be useful, the social studies theory was introduced in to the Nigerian educational system to accomplish philosophical educational goal in the national educational policy. This study aims to find out the utilization of improvised resources and its effect in teaching and learning of social studies in junior secondary schools in Bauchi state, Nigeria. The study objectives are to ascertain the resources available for teaching and learning of social studies, to investigate the teachers utilization of improvised resources in teaching and learning of social studies in junior schools, to examine the students level of understanding when improvised resources are use in teaching and learning of social studies lesson in junior secondary schools, and finally to establish teachers challenges related with non-utilization of improvised resources in junior secondary schools. The study adopted Technology Acceptance Model (TAM) theory on effective improvised resources to improve learning. The study were employed a descriptive survey strategy. The study targeted population of 25 junior schools which comprised 1380 junior II students, 145 teachers, and 25 school head teachers within the study area. Data was obtained by the use of a questionnaire and interviews as well as classroom observations, face and content validity of the gadget was determined by the expert judgment. Test and re-test techniques were used to ascertain the reliability of the instrument using Pearson’s moment coefficient of 0.5 were achieved. Data was obtained after gaining a research permit from both Kenyatta University graduate school and the Bauchi state Ministry of Education. Quantitative data was scrutinized using descriptive statistics and regression analysis guided by SPSS version 22. Qualitative data was categorized, established the theory, coded and then analyzed thematically. The study findings recognized that printed, audio-visual, or projected improvised resources were not available in most junior secondary schools. Because of the negative attitude of the teachers, school administrators and government officials at all levels toward improvising teaching and learning materials. It further established that most respondents on the utilization of improvised materials in social studies lessons were negative. It also well-known that the utilization of improvised resources in teaching and learning of social studies is very crucial as a result majority of the respondent agreed that it motivates learner’s interest. Generally, the results indicated that a majority of teachers, school administrators, and government attitudes toward improvisation and the utilization of improvised resources were the major challenges. The study also recommends that all teachers, school administrators, and government to ensure that there is availability and constant utilization of learning materials in their respective schools.enThesis