JUNIOR SECONDARY SCHOOLS

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.

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.