UTILIZATION

This study investigated the availability, functionality and utilization of instructional materials in the teaching and learning of basic science in junior secondary schools in Egor local Government area of Edo state. Four research questions were raised to guide the study. Descriptive survey research design was adopted for the study. The sample for the study consists of 40 basic science teachers from 20 junior secondary schools in Egor local Government area of Edo state. A questionnaire titled “Availability, Functionality, and Utilization of Instructional materials in the Teaching and Learning of Basic Science in Junior Secondary Schools in Egor Local Government Area of Edo State” and a checklist were the instrument used for data collection. Data collected from the respondents were analyzed using percentage, mean and standard deviation. Findings from the study revealed that majority of the required and essential instructional materials for effective basic science teaching were not available in schools. Basic science teachers fairly utilize instructional materials during classroom instruction. Teachers’ lack of motivation, short periods allocated to basic science classes on the school time-table, large class size, lack of supervision of teachers by school administrators and lack of in-service training for teachers were identified as challenges faced by basic science teachers in the utilization of instruction for basic science teaching. Lastly, inadequate funding to acquire instructional materials, high cost of instructional materials, poor implementation of educational policies, mismanagement of funds meant to purchase instructional materials and insufficient improvisation of instructional materials are factors affecting the availability of instructional materials in schools. Based on these findings, the study recommended that Government should ensure adequate provision of funds for the procurement of instructional materials that are not available in secondary schools. Government should provide incentives to motivate and enable teachers purchase instructional materials. Teachers should improvise instructional materials for basic science teaching where the standard ones are not available. Principals and school administrators should ensure strict supervision of basic science teachers to ensure the utilization of instructional materials. Government should provide in-service training for teachers on the utilization of instructional materials.