Impact Of Instructional Materials on Biology Achievement Among Senior Secondary School Students in Gumel, Jigawa State

Abstract

            Students’ poor achievement in Biology has been widely associated with limited use of instructional materials. This study investigated the effects of instructional materials on the academic achievement of Biology students in Gumel, Jigawa State. Specifically, it examined whether instructional materials improve students’ achievement in Biology and whether gender differences exist in achievement when such materials are used. A quasi-experimental design involving experimental and control groups was adopted. A total of 104 SS2 Biology students were randomly selected from a population of 3,255 students across 17 public secondary schools. The experimental group was taught using instructional materials, while the control group received instruction without them. Data were collected using the Biology Achievement Test (BPT), developed from past WAEC questions, validated by experts in Science Education, and found reliable with a coefficient of 0.88. Pre- and post-tests were administered, and independent t-tests were conducted at a 0.05 significance level. Findings revealed that students taught with instructional materials recorded significantly higher mean achievement scores than those taught without them. However, no significant difference was found between male and female students exposed to instructional materials. The study concluded that instructional materials significantly enhance comprehension and achievement in Biology, irrespective of gender, and recommended their consistent use in classroom teaching.