Miracle OZEGBE

The study was carried out to Investigate the Impact Of Instructional Materials On Computer Education In Junior Secondary Schools In Egor Local Government Area, Edo State The population of this study consists of all junior secondary school students offering Computer Education in public junior secondary schools within Egor Local Government Area of Edo State. The total student population is about 4,000 students, drawn from 20 public junior secondary schools in the area. These students form the main focus of the study because they are the direct beneficiaries of instructional materials used in teaching Computer Education and can provide valuable information on how these materials influence their understanding and academic performance. A total of 370 students were selected from the population of 4,000 junior secondary school students offering Computer Education in public junior secondary schools within Egor Local Government Area of Edo State. The sample size was determined using Yamane’s formula (1967) at a 5% level of precision, which provides a reliable representation of the entire population. The study adopted a stratified random sampling technique to ensure fair representation of students from different schools and class levels (JSS1, JSS2, and JSS3). In the first stage, schools within Egor Local Government Area were grouped as strata, and from each stratum, a proportionate number of students were randomly selected to make up the total sample of 370 students. This method was chosen to avoid bias and to ensure that students from all participating schools had an equal chance of being included in the study. The following recommendations were made; School administrators and the Ministry of Education should sustain and further improve the provision of essential instructional materials, particularly audiovisual aids (projectors and display screens) and updated instructional software, to address areas where availability was relatively moderate. Policies should be strengthened to ensure uninterrupted access to computer laboratories and internet facilities, including extended opening hours and equitable scheduling to accommodate all classes and eliminate minor access disparities. Continuous professional development programs should be organized for computer education teachers to enhance their skills in integrating multimedia, software applications, and digital tools into lessons, thereby promoting optimal utilization of available resources.