THE IMPACT OF INSTRUCTIONAL MATERIAL ON THE LEARNING OUTCOME OF STUDENTS IN MATHEMATICS. (A CASE STUDY OF JSS STUDENTS IN ORIADE LOCAL GOVERNMENT AREA)

TOPIC IS SUITABLE FOR:

1- Department of Education

2- Department of Science Education

3- Department of Mathematics Education

4- Department of Curriculum Studies and Instructional Technology

TOPIC: THE IMPACT OF INSTRUCTIONAL MATERIAL ON THE LEARNING OUTCOME OF STUDENTS IN MATHEMATICS. (A CASE STUDY OF JSS STUDENTS IN ORIADE LOCAL GOVERNMENT AREA)

TABLE OF CONTENT

Abstract

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objective of the Study

1.4 Research Questions

1.5 Research Hypothesis

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Definition of Terms

CHAPTER TWO: REVIEW OF LITERATURE

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Research Gaps

CHAPTER THREE: METHODOLOGY

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size

3.4 Sampling Technique

3.5  Instrument for Data Collection

3.6 Validity of the Instrument

3.7 Reliability of the Instrument

3.8 Method Of Data Collection

3.9 Method of Data Analysis

3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Demographic Analysis

4.2 Analysis of Research Questions

4.3 Test of Hypotheses

4.4 Discussion of Finding

CHAPTER FIVE: SUMMARY

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Limitations of the Study

5.5 Recommendations

5.6 Suggestions for Further Studies

APPENDIX                                                                                                         

REFERENCES

ABSTRACT

This study examined The Impact of Instructional Materials on the Learning Outcome of Students in Mathematics: A Case Study of Junior Secondary School Students in Oriade Local Government Area. The objectives were to examine the effect of the instructional materials on the participation of students in Mathematics lessons, and their effect on the students motivation and interest, their influence on the retention and understanding of the students and the correlation between the instructional materials and students academic performance. A survey research design was adopted and the population was 30,000 of Junior Secondary School (JSS) students in Oriade Local Government Area. Using the formula of Taro Yamane at a 5% margin of error a sample size of 395 was established, whereas stratified random sampling was used in order to ensure representativeness. Data was collected using structured questionnaire developed on four point Likert scale, validated by experts in educational research and confirmed reliable using Cronbach's Alpha. Out of 395 questionnaires, 375 valid copies were obtained and treated with descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation at 0.05 level of significance). Results showed that there were significant positive effects of instructional materials on participation of students (r = 0.52 p < 0.05), motivation and interest (r = 0.44 p < 0.05), retention and understanding (r = 0.49 p < 0.05), and academic performance (r = 0.46 p < 0.05), so that all null hypothesis(s) were rejected. The findings concluded that instructional materials are indispensable in improving the effect of teaching and learning outcomes in Mathematics. It was recommended that teachers should incorporate a mix of instructional resources in the Mathematics classrooms, school administrators should offer sufficient materials and budgetary support, government should be the priority in making modern instructional technologies available through training and resource provision, and curriculum planners should incorporate instructional materials in teaching frameworks to promote comprehension as well as academic achievement.

CHAPTER ONE

INTRODUCTION (Preview)

1.1 Background of the Study

Human development has always been driven by knowledge systems that capacitate people to make sense of their world and interpret natural phenomena and solve pragmatic problems. Among all the subjects that develop in society through intellectual endeavours, there is one subject that is at the heart of logical thinking and the solving of quantitative problems: Mathematics. It is more than a school subject, it is a universal language that supports technological innovation, critical thinking and systematic inquiry. As Aduwa 2021 emphasises, Mathematics gives the intellectual framework required for reasoning and decision-making in modern education. Similarly, Mensah and Yarkwah (2022) state that Mathematics serves as the foundation of structured learning in various disciplines and therefore indicates the central character of Mathematics in educational and professional development. This explains why the experts always say that no educational system can exist without a strong foundation in Mathematics.

The concept of learning outcomes in Mathematics represents students acquiring knowledge, skills and competencies from the teaching. Learning outcomes are important because they provide a measure of teaching effectiveness and student achievement. Oribhabor (2020) states that the outcomes in Mathematics are not just in the area of mastery of computational skills, but also development of the ability to solve problems and logical reasoning. In the same vein Makinde (2020) harps on the fact that learning outcomes summarise the ability of students to apply the mathematical concepts in a real-life situation, thereby ensuring that teaching in the classroom translates into practical competence. This shows that learning outcomes are beyond grades to represent the cognitive and applied ability of learners which makes them an important yardstick of educational success in the area of Mathematics.

Instructional materials are an integral component in impacting these learning outcomes as they are the tangible materials and resources that contribute to understanding. Abubakar (2020) states that instructional resources enhance the clarity of abstract concepts, hence making it easier for students to visualise mathematical concepts. Similarly, Diri and Udo (2025) point out that improvised instructional materials can close the gap between abstract theory and practical understanding, thus, enhancing retention and understanding. The relationship between instructional materials and learning outcomes, therefore, reflects the pedagogical principle that good teaching requires adequate support of resources. When students are exposed to visual aids, models and use digital tools, they become more active participants in the learning process, which ultimately results in strengthening academic performance in Mathematics.

One of the major dimensions through which instructional materials exercise their impact is the participation of students in Mathematics lessons. Fasuba (2024) states that visual and tactile resources help to activate learner engagement so that students become not the passive receiver of knowledge but active part of the learning process. In a similar view, Dogondaji and Maccido (2023) confirm that visual instructional materials play an important role in improving the involvement of students during Mathematics lessons, especially with regard to handling complex concepts. This means that when instructional materials are integrated into lessons, it changes the classroom into an interactive space that keeps students attention and participation throughout the learning process. Participation in turn, is a basic step to better achievement.

Closely related with participation is the effect of instructional materials on the motivation and interest of mathematics for students. According to Senin et al. (2021), motivation plays an important role in deciding the approach of learners towards the challenging subjects such as Mathematics and the availability of interesting resources can lift up this motivation to a great extent. To reaffirm this point, Malik and Saddiq (2024) have found that well-structured instructional aids stimulate curiosity such that students become more eager to engage with mathematical concepts. This synergy between instructional materials and motivation calls for the use of creative, context-relevant resources in the classroom as central to maintaining student enthusiasm and long-term interest in Mathematics.

Another dimension of impact is on the retention and understanding of mathematical concepts by students that is greatly enhanced by instructional materials. Saleh et al. (2022) shows that instructional resources help with deeper comprehension by identifying abstract theories and relating them to real-world illustrations. Garba (2024) further confirms this by stating that instructional methods that are complemented with visual and practical resources foster retention by activating different senses in the learning process. This helps highlight the pedagogical fact that retention is not simply a product of repetition, but of meaningful engagement made possible by relevant instructional materials. As a result, objects like charts, models, and computer-based software can act as memory anchors to reinforce student understanding.

Instructional materials are also highly correlated with academic performance of students in Mathematics as shown in many empirical studies. Okwuoza and Olajumoke (2023) argue that Computer Assisted Instructional packages has a significant impact in terms of achievement since it provides individualised learning experience. Similarly, Laleye and Ogunboyede (2023) observed that drill and practise instructional packages improved the performance of junior secondary school students in Mathematics in the area of accuracy and fluency. The correlation between instructional resources and performance reveals that materials play a function as more than supplementary aids that are integral parts of the quality and depth of learning in Mathematics classrooms.

It is in this scholastic discipline that the present study focuses on Junior Secondary School students, specifically, Oriade Local Government Area. As Awoyale et al (2024) observe, effective use of instructional materials have a direct impact on performance of learners especially in Mathematics by making lessons more practical and related. In a similar light, Ibe-Moses et al. (2024) emphasise that there are measurable improvements in the academic outcomes of students, as a result of incorporating instructional resources in Mathematics classrooms. Narrowing down to Oriade Local Government Area, the case study offers a localised view into the effect of instructional materials on participation, motivation, retention, and academic achievement among the Junior Secondary school students, thus adding to wider debates on instructional efficiency of Mathematics education in Nigeria.

1.2 Statement of the Problem

In the current educational context, Mathematics is still considered as one of the most difficult subjects for students at secondary school level in Nigeria. While it is universally known as the basis and the building blocks of science and technology and logical reasoning, many students reflect low participation and poor interest and concept retention, which ultimately manifests in their academic performance (Ohanyelu, 2021; Mensah & Yarkwah, 2022). The ideal situation is where students are active in Mathematics lessons, motivated by relevant teaching aids, and attain learning outcomes that meet the expectations of the national/ global standards. However, in reality, several Nigerian schools such as Oriade Local Government Area shows inconsistent use of instructional materials hence leaving students in a dilemma to grapple with abstract concepts without any proper reinforcement either visually or practically (Abubakar, 2020; Diri & Udo, 2025). This kind of mismatch between the expected and the actual learning experiences of educational experience induces big concerns within stakeholders in education.

Existing researches have pointed out potential uses of instructional materials in supporting Mathematics achievement, motivation and retention (Dogondaji and Maccido, 2023; Awoyale et al., 2024). Yet, a lot of the scholarship has focused either on senior secondary school students or on the urban school environment or specific instructional strategies such as computer-assisted learning and flipped classrooms (Makinde, 2020; Okwuoza & Olajumoke, 2023). Little is known on how the specific effect of instructional materials on learning outcomes among Junior Secondary School students especially in semi-urban areas such as Oriade Local Government Area. This gap leaves us with uncertainty as to whether these results hold true for younger learners in this context in terms of the benefits we would find elsewhere. By paying attention to participation, motivation, retention, and performance, this research aims to collect empirical evidence to fill this gap and thus make some dealings for teachers, policymakers, and curriculum planners who are concerned about strengthening Mathematics education in Nigeria.

1.3 Objectives of the Study

The main objective of this study is to investigate the impact of instructional materials on the learning outcomes of Junior Secondary School students in Mathematics in Oriade Local Government Area. The specific objectives are to:

1.Examine the impact of instructional materials on students’ participation in Mathematics lessons in Junior Secondary Schools in Oriade Local Government Area.

2.Assess the impact of instructional materials on students’ motivation and interest in Mathematics in Junior Secondary Schools.

3.Determine the impact of instructional materials on students’ retention and understanding of Mathematics in Junior Secondary Schools.

Evaluate the correlation between instructional materials and students’ academic performance in Mathematics in Junior Secondary Schools.

OTHER PARTS OF CHAPTER ONE INCLUDE:

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Definition of Terms

CHAPTER TWO

REVIEW OF RELATED LITERATURE (Preview)

This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of instructional materials, types and importance of instructional materials, the concept of learning outcomes, the impact of instructional materials on students’ learning outcomes in mathematics, and factors affecting the use of instructional materials in mathematics teaching etc. The chapter covers the following subheadings:

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Research Gaps

CHAPTER THREE

RESEARCH METHODOLOGY (Preview)

Research Design: The study adopted a descriptive survey research design.

Population of the Study: The population of the study consists of all Jnior Secondary School (JSS) students in Oriade Local Government Area.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 395 participants.

Sampling Technique: The study employed multistage sampling method to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, particularly Pearson correlation, were used to test the hypothesis.

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

MAJOR FINDINGS (Preview)

The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that instructional materials have a positive impact on students’ participation in Mathematics lessons in Junior Secondary Schools in Oriade Local Government Area, as evidenced by mean scores ranging from 3.05 to 3.23, all above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.52, t-value of 11.28, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that instructional materials positively influence students’ motivation and interest in Mathematics in Junior Secondary Schools, as evidenced by mean scores ranging from 3.17 to 3.21, all above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.58, t-value of 13.29, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that instructional materials positively influence students’ retention and understanding of Mathematics in Junior Secondary Schools, as evidenced by mean scores ranging from 3.18 to 3.24, all above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.62, t-value of 14.76, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that instructional materials have a positive relationship with students’ academic performance in Mathematics in Junior Secondary Schools, as evidenced by mean scores ranging from 3.19 to 3.23, all above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.66, t-value of 16.22, and p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the following outline:

5.1 Introduction

5.2 Summary of the Study

5.3 Conclusion

5.4 Recommendations  

5.5 Limitations of the Study

5.6 Suggestions for further studies

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