THE INFLUENCE OF INSTRUCTIONAL MATERIALS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN AGRICULTURAL SCIENCE IN SECONDARY SCHOOLS IN GIREI LOCAL GOVERNMENT AREA, ADAMAWA STATE

ABSTRACT This study investigated the availability, characteristics, importance, and factors affecting the use of instructional materials in enhancing the academic performance of agricultural science students in secondary schools in Girei Local Government Area (LGA), Adamawa State. Using structured research questions and analyzed survey data, the findings revealed that various instructional materials are available, with good and relevant textbooks (Mean = 3.58) and practical school farms (Mean = 3.30) being the most widely utilized. While visual aids such as pictures and models were moderately used, community resource places and instructional charts were less frequently integrated into teaching. The characteristics of instructional materials—such as simplicity, appropriateness, and sufficiency—were perceived to significantly influence students' understanding and performance (Mean = 3.48), although challenges with visibility in class settings were noted. Instructional materials were found to be particularly important in simplifying complex concepts (Mean = 3.46), stimulating student interest (Mean = 3.16), and enhancing motivation (Mean = 3.30). However, their role in improving teacher competence and saving instructional time received lower evaluations (Means = 2.53 and 2.51 respectively), indicating a more nuanced view of their overall impact. Key factors influencing the effective use of instructional materials included the time allocated for lessons (Mean = 3.49), classroom overcrowding (Mean = 3.30), and teacher qualifications (Mean = 3.04). Lesser emphasis was placed on infrastructural support, community resources, and improvisation by teachers. Overall, the study concluded that while instructional materials are widely recognized and