INFLUENCE OF AVAILABILITY OF INSTRUCTIONAL MATERIALS ON SECONDARY SCHOOL STUDENTS’ INTEREST AND ACHIEVEMENT IN ECONOMICS IN MANGU LGA, PLATEAU STATE, NIGERIA
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INFLUENCE OF AVAILABILITY OF INSTRUCTIONAL MATERIALS ON SECONDARY SCHOOL STUDENTS’ INTEREST AND ACHIEVEMENT IN ECONOMICS IN MANGU LGA, PLATEAU STATE, NIGERIA
Abstract
The study investigated the influence of availability of instructional materials on secondary school students’ interest and achievement in Economics in Mangu Local Government Area of Plateau State, Nigeria. The problem that necessitated the study was the persistent decline in students’ performance and waning interest in Economics, often attributed to inadequate or ineffective instructional resources. Specifically, the study examined the extent to which the availability of instructional materials such as textbooks, charts, audio-visuals, and laboratory resources influenced students’ interest in learning Economics as well as their academic achievement.
The study adopted a descriptive survey research design. The population comprised senior secondary school students offering Economics in public secondary schools within Mangu LGA. A stratified random sampling technique was employed to select respondents, while structured questionnaires and achievement tests were used as instruments for data collection. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (t-test and Pearson correlation) to test the hypotheses at 0.05 level of significance.
The findings revealed that the availability and effective use of instructional materials significantly improved students’ interest and academic performance in Economics. It was also observed that schools with adequate instructional resources recorded higher achievement levels compared to those with limited or outdated materials. Furthermore, the results indicated that students taught with varied instructional aids demonstrated greater enthusiasm, participation, and retention of concepts.
Based on the findings, it was concluded that instructional materials play a critical role in sustaining students’ interest and enhancing their academic achievement in Economics. The study recommended that government, school administrators, and teachers should ensure the regular provision, proper management, and innovative use of instructional materials to improve the teaching and learning of Economics in secondary schools.
Keywords: Instructional materials, student interest, academic achievement, Economics education, secondary schools, Mangu LGA.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education remains a powerful instrument for national development and social transformation, as it equips individuals with knowledge, skills, values, and attitudes necessary for effective participation in society (Federal Republic of Nigeria [FRN], 2014). At the secondary school level, the teaching and learning of subjects such as Economics are critical because they prepare learners to understand real-world issues such as resource allocation, production, consumption, and decision-making (Okoro, 2019). However, the effectiveness of the teaching–learning process is strongly influenced by the availability and use of instructional materials.
Instructional materials are teaching aids and resources used by teachers to facilitate learning, making lessons more concrete, meaningful, and interesting (Onasanya & Adegbija, 2017). They include visual, audio, and audio-visual resources such as textbooks, charts, maps, models, projectors, and multimedia tools. In Economics, the use of these materials is particularly important because of the abstract and quantitative nature of many concepts such as demand, supply, elasticity, inflation, and national income (Adebayo, 2020).
Research has shown that when instructional materials are adequately provided and effectively utilized, students’ interest in a subject is stimulated, and achievement improves (Nwike & Onyejegbu, 2018). Interest plays a crucial role in learning outcomes because motivated learners are more likely to pay attention, engage actively, and retain knowledge (Ryan & Deci, 2020). In contrast, the unavailability or inadequate use of instructional materials often leads to poor comprehension, disinterest, and underachievement among students, especially in resource-constrained settings like many secondary schools in Nigeria (Afolabi & Adeleke, 2018).
In Plateau State, and specifically in Mangu Local Government Area, anecdotal evidence and reports from school authorities indicate that many secondary schools struggle with limited instructional resources. Teachers often rely heavily on verbal instruction and chalkboard illustrations, which may not adequately support meaningful learning in Economics. This situation raises concerns about students’ level of interest and academic achievement in the subject. Thus, it becomes imperative to investigate the influence of availability of instructional materials on secondary school students’ interest and achievement in Economics in Mangu LGA.
1.2 Statement of the Problem
Despite the recognition of the importance of instructional materials in effective teaching and learning, many secondary schools in Nigeria, including those in Mangu LGA, continue to experience shortages of these resources. Observations and preliminary reports suggest that students in these schools often show low levels of interest in Economics, which is reflected in declining performance in both internal and external examinations (West African Examinations Council [WAEC], 2021).
Several factors may account for this, including inadequate provision of textbooks, lack of modern teaching aids such as charts and models, poor teacher utilization of available materials, and insufficient government funding for instructional resources (Okeke, 2017). The consequence is that students are often left to learn abstract concepts without practical demonstration, which limits comprehension and reduces motivation to learn.
If this situation persists, the long-term outcome may be continued underachievement in Economics, reduced enrollment in the subject, and a weakened foundation for national economic literacy. The problem this study seeks to address, therefore, is the extent to which the availability of instructional materials influences students’ interest and academic achievement in Economics in Mangu LGA.
1.3 Objectives of the Study
The main objective of this study is to investigate the influence of availability of instructional materials on secondary school students’ interest and achievement in Economics in Mangu LGA, Plateau State. Specifically, the study seeks to:
Determine the extent of availability of instructional materials for teaching and learning Economics in secondary schools in Mangu LGA.
Examine the influence of availability of instructional materials on students’ interest in Economics.
Assess the influence of availability of instructional materials on students’ achievement in Economics.
Identify the challenges hindering the provision and utilization of instructional materials in teaching Economics.
1.4 Research Questions
The study will be guided by the following research questions:
To what extent are instructional materials available for teaching and learning Economics in secondary schools in Mangu LGA?
How does the availability of instructional materials influence students’ interest in Economics?
How does the availability of instructional materials influence students’ academic achievement in Economics?
What challenges affect the provision and use of instructional materials in Economics classrooms in Mangu LGA?
1.5 Research Hypotheses
The following null hypotheses will be tested in this study:
H01: There is no significant relationship between availability of instructional materials and students’ interest in Economics.
H02: There is no significant relationship between availability of instructional materials and students’ achievement in Economics.
1.6 Significance of the Study
This study will be significant in several ways. For teachers, it will highlight the importance of sourcing, improvising, and effectively utilizing instructional materials to improve learning outcomes. For students, the study will emphasize how exposure to instructional resources can increase interest, comprehension, and achievement in Economics. For policymakers and educational administrators, the findings will provide evidence-based recommendations for resource allocation, curriculum implementation, and policy reform. Furthermore, the study will contribute to existing literature on instructional materials and their impact on teaching and learning outcomes, serving as a reference for future research.
1.7 Scope of the Study
The study will focus on secondary school students and Economics teachers in Mangu Local Government Area of Plateau State. It will investigate the availability of instructional materials, their influence on students’ interest, and their effect on achievement in Economics. The study will not cover other subjects outside Economics or tertiary institutions.
1.8 Operational Definition of Terms
Instructional Materials: Teaching and learning resources such as textbooks, charts, maps, audio-visuals, and models used to enhance understanding of Economics concepts.
Interest: The level of attention, curiosity, and enthusiasm students show toward learning Economics.
Achievement: Students’ performance as measured by test scores, grades, or examination results in Economics.
Economics: A secondary school subject concerned with the study of how people make choices in the allocation of scarce resources.
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