IMPACT OF TEACHER’S MASTERY OF SUBJECT MATTER AND THE UTILIZATION OF INSTRUCTIONAL MATERIALS ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL MATHEMATICS STUDENT IN DEKINA LOCAL GOVERNMENT.

Abstract This study examined the impact of teachers’ mastery of subject matter and the use of instructional materials on the academic performance of senior secondary school students in Mathematics in Dekina Local Government Area of Kogi State, Nigeria. The study adopted a descriptive survey design, involving a total of 260 students drawn from four purposively selected public secondary schools. Data were collected using a structured questionnaire divided into four clusters addressing teacher mastery, instructional materials, challenges to effective teaching, and proposed solutions. The responses were analyzed using frequency counts, percentages, and mean scores. Findings revealed that students’ academic performance improves significantly when teachers demonstrate deep understanding of Mathematics and apply real-life examples in teaching. The study also found that instructional materials such as charts, models, and ICT tools enhance comprehension, increase engagement, and boost students’ confidence in solving mathematical problems. However, teachers face several challenges, including inadequate resources, lack of training, large class sizes, and limited time for lesson delivery. Students proposed practical solutions such as regular professional development, increased supply of instructional materials, ICT integration, and stronger support from school administrators and government agencies. The study concludes that both teacher competence and access to teaching resources are critical for improving mathematics learning outcomes. It recommends targeted teacher training, resource provision, peer mentoring, and education policy reforms to promote effective teaching and learning of Mathematics in secondary schools.