Project – Influence of Removal of Fuel Subsidies on Production of Instructional Materials by Mathematic Teachers in Kanke LGA, Plateau State.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The removal of fuel subsidies has been a contentious issue in many developing countries, including Nigeria. Fuel subsidies are government interventions that reduce the cost of fuel for consumers, and their removal can have wide-ranging economic and social impacts. In the context of education, particularly in Kanke Local Government Area (LGA) of Plateau State, the removal of these subsidies can significantly affect the production of instructional materials by mathematics teachers. This literature review explores the various dimensions of this issue, drawing on existing research and theoretical frameworks.

One of the primary ways in which the removal of fuel subsidies impacts the production of instructional materials is through increased transportation costs. According to Akinyemi and Adebayo (2013), the cost of transporting goods and services, including educational materials, rises when fuel prices increase. This is particularly problematic in rural areas like Kanke LGA, where transportation infrastructure is often underdeveloped. As a result, mathematics teachers may find it more difficult and expensive to procure the necessary materials for effective teaching, thereby affecting the quality of education.

Moreover, the removal of fuel subsidies can lead to higher overall living costs, which in turn can strain the financial resources of teachers. A study by Olaniyan and Okemakinde (2008) found that teachers in Nigeria are often underpaid and struggle to make ends meet. When fuel prices rise, the cost of basic necessities such as food and housing also increases, leaving teachers with even less disposable income to spend on instructional materials. This financial strain can lead to a decrease in the quality and quantity of materials available for mathematics instruction.

The economic theory of supply and demand also provides a useful framework for understanding the impact of fuel subsidy removal. According to this theory, an increase in the cost of production inputs, such as fuel, leads to a decrease in supply if the price elasticity of demand is low (Mankiw, 2014). In the case of instructional materials, higher production and transportation costs can lead to a reduced supply of these materials in the market. This scarcity can drive up prices, making it even more difficult for mathematics teachers in Kanke LGA to access the resources they need.

Additionally, the removal of fuel subsidies can have indirect effects on the education sector by influencing government budgets and spending priorities. As noted by Adedokun (2012), the Nigerian government often reallocates funds saved from subsidy removal to other sectors, such as infrastructure or healthcare. While these investments are important, they can result in reduced funding for education, further exacerbating the challenges faced by mathematics teachers in procuring instructional materials.

Furthermore, the psychological impact of economic hardship on teachers should not be underestimated. Research by Kyriacou (2001) indicates that financial stress can lead to decreased job satisfaction and increased burnout among teachers. In Kanke LGA, the additional financial burden caused by higher fuel prices can negatively affect teachers’ morale and motivation, potentially leading to lower levels of engagement and effectiveness in the classroom.

The removal of fuel subsidies has a multifaceted impact on the production of instructional materials by mathematics teachers in Kanke LGA, Plateau State. Increased transportation and living costs, reduced supply of materials, reallocation of government funds, and the psychological toll on teachers all contribute to this complex issue. Addressing these challenges requires a comprehensive approach that considers both the economic and social dimensions of fuel subsidy removal. Future research should focus on developing targeted interventions to support teachers and ensure that the quality of mathematics education in Kanke LGA is not compromised.

• Statement of the Problem

The removal of fuel subsidies in Nigeria has been a contentious issue, with significant economic and social implications. One of the less explored areas is its impact on the education sector, particularly on the production of instructional materials by mathematics teachers in Kanke Local Government Area (LGA) of Plateau State. Instructional materials are crucial for effective teaching and learning, especially in subjects like mathematics that require clear, visual explanations of abstract concepts (Aduwa-Ogiegbaen & Iyamu, 2005). The removal of fuel subsidies has led to increased transportation and production costs, which may adversely affect the availability and quality of these materials.

The first issue arising from the removal of fuel subsidies is the increased cost of transportation. Teachers often need to travel to urban centers to purchase or produce instructional materials. With the rise in fuel prices, the cost of transportation has surged, making it more expensive for teachers to access these resources (Ogunode, 2020). This increase in cost can lead to a reduction in the frequency of trips made by teachers to obtain necessary materials, thereby limiting their ability to provide up-to-date and diverse instructional aids for their students.

Secondly, the production cost of instructional materials has also escalated. Many instructional materials, such as charts, models, and digital resources, require raw materials and energy for their production. The removal of fuel subsidies has led to higher prices for these raw materials and increased energy costs, making it more expensive to produce high-quality instructional aids (Ejiogu, 2013). This financial strain can force teachers to either reduce the quantity of materials they produce or resort to lower-quality alternatives, which can negatively impact the effectiveness of their teaching.

Moreover, the economic strain on households due to increased fuel prices can indirectly affect the production of instructional materials. Teachers, like other members of the community, are also affected by the overall increase in the cost of living. This economic pressure can reduce their disposable income, limiting their ability to invest in the production or purchase of instructional materials (Akinyemi & Adebayo, 2013). Consequently, this can lead to a decline in the quality of education provided to students in Kanke LGA.

Additionally, the removal of fuel subsidies can lead to broader economic challenges that affect the education sector. For instance, schools may face higher operational costs, which can result in reduced budgets for instructional materials (Ogunode, 2020). This budgetary constraint can force schools to prioritize other expenses over the procurement of instructional aids, further exacerbating the problem for mathematics teachers who rely heavily on these materials for effective teaching.

Furthermore, the psychological impact on teachers should not be underestimated. The increased financial burden and the struggle to provide adequate instructional materials can lead to stress and reduced job satisfaction among teachers (Ejiogu, 2013). This can affect their motivation and effectiveness in the classroom, ultimately impacting student learning outcomes.

The removal of fuel subsidies has multifaceted implications for the production of instructional materials by mathematics teachers in Kanke LGA, Plateau State. The increased costs of transportation, production, and the overall economic strain on teachers and schools can significantly hinder the availability and quality of instructional aids. Addressing these challenges requires a comprehensive approach that considers the economic realities faced by teachers and the critical role of instructional materials in effective mathematics education.

• Aim and Objectives of the Study

The aim of the study is to examine the influence of Removal of Fuel Subsidies on Production of Instructional Materials by Mathematic Teachers in Kanke LGA, Plateau State.

1. To investigate the impact of the removal of fuel subsidies on the availability of resources for producing instructional materials.
2. To assess the changes in the quality and quantity of instructional materials used by mathematics teachers
3. To examine the challenges faced by mathematics teachers in Kanke LGA in producing instructional materials after the removal of fuel subsidies.
4. To evaluate the effectiveness of instructional materials produced by mathematics teachers in enhancing student learning outcomes.

• Research Questions

The research questions are buttressed below

1. What is the impact of the removal of fuel subsidies on the availability of resources for producing instructional materials?
2. How have the quality and quantity of instructional materials used by mathematics teachers changed after the removal of fuel subsidies?
3. What are the specific challenges faced by mathematics teachers in Kanke LGA in producing instructional materials after the removal of fuel subsidies?
4. How effective are the instructional materials produced by mathematics teachers in enhancing student learning outcomes?

• Research Hypothesis

The hypothetical statement of the study is buttressed below

Ho: The removal of fuel subsidies has no effect on the availability of resources for producing instructional materials

H1: The removal of fuel subsidies has effect on the availability of resources for producing instructional materials

• Significance of the Study

The removal of fuel subsidies can have a profound impact on various sectors, including education. In the context of Kanke Local Government Area (LGA) in Plateau State, the production of instructional materials by mathematics teachers is particularly significant. The first aspect to consider is the economic strain that the removal of fuel subsidies places on teachers. With increased fuel prices, teachers may find it more challenging to allocate funds for the production of instructional materials. This economic pressure can lead to a reduction in the quality and quantity of materials available, which in turn affects the overall teaching and learning experience in mathematics classrooms.

Furthermore, the removal of fuel subsidies can lead to increased transportation costs. For mathematics teachers in Kanke LGA, this means that the cost of commuting to schools and accessing resources becomes higher. This can result in teachers having less disposable income to invest in instructional materials. Additionally, the increased transportation costs can affect the timely delivery of these materials, causing delays in the teaching process. The ripple effect of these delays can be seen in the students’ performance and their grasp of mathematical concepts, which are often built on cumulative knowledge.

Another significant impact is on the local economy and its ability to support educational initiatives. The removal of fuel subsidies can lead to higher operational costs for local businesses, including those that supply educational materials. As prices for these materials rise, schools and teachers may struggle to afford them, leading to a scarcity of essential teaching aids. This scarcity can hinder the effectiveness of mathematics instruction, as teachers may have to rely on outdated or insufficient materials, which can impede students’ understanding and engagement.

The psychological impact on teachers is also noteworthy. The financial stress caused by increased fuel prices can lead to decreased morale and motivation among mathematics teachers. When teachers are preoccupied with financial concerns, their ability to focus on lesson planning and the creation of innovative instructional materials can be compromised. This can result in a less dynamic and engaging learning environment for students, which is particularly detrimental in a subject like mathematics that often requires creative teaching approaches to make complex concepts accessible.

Moreover, the removal of fuel subsidies can exacerbate existing inequalities in education. In Kanke LGA, schools in more remote or economically disadvantaged areas may be disproportionately affected. These schools might already be struggling with limited resources, and the additional financial burden can further widen the gap between them and better-funded schools. This inequality can lead to a disparity in educational outcomes, with students in under-resourced schools receiving a lower quality of education, particularly in subjects that require specialized materials like mathematics.

Lastly, the long-term implications of the removal of fuel subsidies on the production of instructional materials by mathematics teachers in Kanke LGA can affect the overall educational development of the region. As students receive a less robust education in mathematics, their future opportunities in higher education and employment in STEM fields may be limited. This can have a broader impact on the community’s socio-economic development, as a well-educated population is crucial for innovation and economic growth. Therefore, understanding and addressing the influence of fuel subsidy removal is essential for ensuring that mathematics education in Kanke LGA remains effective and equitable.

• Scope of the Study

The study examines the influence of Removal of Fuel Subsidies on Production of Instructional Materials by Mathematic Teachers in Kanke LGA, Plateau State.

• Operational Definition of Terms

Influence: Influence refers to the capacity to have an effect on the character, development, or behavior of someone or something, or the effect itself. In the context of your study, it pertains to how the removal of fuel subsidies affects the production of instructional materials by mathematics teachers.

Removal of Fuel Subsidies: This refers to the discontinuation of government financial support that reduces the cost of fuel for consumers. Fuel subsidies are often provided to make fuel more affordable, and their removal can lead to higher fuel prices, which can have a ripple effect on various economic activities and sectors.

Production: Production is the process of creating, manufacturing, or generating something. In this context, it refers to the creation or preparation of instructional materials by mathematics teachers.

Instructional Materials: These are resources used by educators to facilitate learning and improve students’ understanding of subjects. They can include textbooks, worksheets, software, visual aids, and other educational tools specifically designed to support teaching and learning processes.

Mathematics: Mathematics is a field of study that involves the investigation of numbers, quantities, shapes, and patterns, and the relationships between them. It is a fundamental subject in education, essential for developing logical reasoning and problem-solving skills.

Teachers: Teachers are professionals who are responsible for educating students. They plan, prepare, and deliver lessons, assess student progress, and provide guidance and support to help students achieve their academic goals. In this context, mathematics teachers specialize in teaching mathematical concepts and skills.

Project – Influence of Removal of Fuel Subsidies on Production of Instructional Materials by Mathematic Teachers in Kanke LGA, Plateau State.