Impact of Instructional Materials on Achievement in Physics Concept among Secondary School Students in APA Local Government Area of Benue State, Nigeria,
DOI:
https://doi.org/10.64348/zije.2026244Abstract
This paper compared the impact of instructional materials on achievement in physics concept among secondary students in Apa LGA, Benue State. The study also compared the impact of instructional materials on male and female students in Physics. A quasi-experimental design was employed to compare learning outcomes between an experimental group and a control group. The study population consisted of 4,255 SS II students offering Physics in 15 public secondary schools, from which 165 students were randomly selected as participants. Instruction for the experimental group incorporated appropriate instructional materials, whereas the control group received instruction through traditional teaching methods without instructional support. Data were gathered using a Physics Achievement Test developed from previous West African Examinations Council examination items. The instrument was validated by specialists in Science Education and produced a reliability coefficient of 0.88. Statistical analysis of pretest and posttest scores was carried out using independent-samples t-test at the 0.05 level of significance. The findings showed that students taught with instructional materials demonstrated significantly higher academic achievement than those taught without them. The results further revealed that gender did not significantly influence the achievement of students exposed to instructional materials. The study concluded that the integration of instructional materials plays a critical role in improving students’ understanding and achievement in Physics, regardless of gender. It was therefore recommended
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