The Impact of Instructional Materials on Pupils' Academic Performance in English Language at Primary Schools in Gusau LGA of Zamfara State, Nigeria (original) (raw)

The purpose of this study is to ascertain how instructional materials impact academic performance in English at primary schools in the Gusau LGA of Zamfara State, Nigeria. In the study, one hundred and eighty students were randomly selected from selected public primary schools in Gusau LGA consisting of ninety male and ninety female students to constitute the sample. The sample size was divided into group viz, experimental and control groups. The control group received instruction in the English language over the course of multiple lessons without the use of any instructional materials, whereas the experimental group received the same instruction using the best instructional resources currently available. For data analysis and reporting study results, descriptive statistics, frequency, percentage, mean, and standard deviation were employed. In order to determine how one variable affects another variable, mean achievement scores for pupils were collected from pre-test and post-test analysed at a significance level of 5%; namely, instructional materials and English language acquisition. After analyzing the data collected it was indicated that instructional materials have a major impact on academic performance in primary schools in English language in Zamfara State of Nigeria. At the end of the study it was recommended that federal and state governments should require teachers' colleges to offer a course in educational technology as part of their core curriculum and also to aid in the teaching and learning process, English teachers should improvise and use instructional materials.

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