UTILIZATION OF INSTRUCTIONAL MATERIALS IN TEACHING BASIC SCIENCE AMONG PUBLIC JUNIOR SECONDARY SCHOOL TEACHERS IN BIDA, NIGER STATE
Keywords:
Instructional Materials, Basic Science Teaching, Teachers' Qualification, Resource Utilization, Junior Secondary SchoolsAbstract
This study assessed the utilisation of instructional materials by
teachers of Basic Science in public junior secondary schools in the
Bida Education Zone of Niger State, Nigeria. A descriptive survey
design was adopted, with a population of 1,842 teachers, from which
320 were selected using stratified random sampling. Data were
collected using a validated Instructional Materials Utilisation
Assessment Questionnaire (IMUAQ) with a reliability coefficient of
0.86 (Cronbach's Alpha). Descriptive statistics (mean and standard
deviation) were used to answer the research questions, while t-test
and Multiple Regression analysis were employed to test the
hypotheses at 0.05 significance level. Findings revealed that
teachers' overall utilisation of instructional materials was moderate
(composite mean = 3.11, SD = 0.90), with high use of charts and
models (3.41) and moderate use of laboratory apparatus (3.23) and
improvised local materials (3.12), while ICT and multimedia tools
were used minimally (2.68). Utilisation increased with academic
qualification: NCE holders recorded 2.98, B.Ed./B.Sc.(Ed.) holders
3.34, and M.Ed. and above 3.48, yielding a composite mean of 3.27.
Major challenges included poor funding, inadequate materials, and
insufficient training (composite mean = 3.58). The t-test showed that
utilisation was significantly above the minimum expected level (t =
3.42, p < 0.05). Multiple Regression analysis revealed a significant positive relationship between teachers' qualifications and utilisation
(R² = 0.40, F = 84.6, p < 0.001), while no significant gender
difference was observed in challenges faced (t = 1.12, p > 0.05).The
study concluded that effective utilisation of instructional materials
enhances students' understanding and retention in Basic Science. It
recommended regular provision and maintenance of instructional
resources, continuous professional development, and improved
supervision to strengthen teachers' competence in resource-based
teaching
