INFLUENCE OF ELECTRONIC AND NON-ELECTRONIC INSTRUCTIONAL MATERIALS ON SECONDARY SCHOOLS TEACHERS INTEREST AND STUDENTS LEARNING OUTCOMES IN KOGI STATE, NIGERIA

Abstract

Generally, educational institutions like secondary schools leverage instructional materials to stimulate, simplify and concretize teaching-learning processes. Recently, two forms of instructional materials have been identified in assisting teachers to improve understanding of the subjects taught to the students including visual and audio-visual aids; and could be concrete and non-concrete materials. Other forms of instructional materials are powered by electricity (electronic instructional materials (EIM)) and not powered by electricity (non-electronic instructional materials [NEIM]). The paper investigates the influences of teachers’ adoption of electronic or non-electronic-based instructional materials and their associated learning outcomes on learners. The sample size of 120 students was selected randomly from the total population of 200 students in three secondary schools in Ankpa, Kogi State, Nigeria to participate in performance test composed of 10 items, and 3-muliple option questions. It was found that students had slightly higher post-test mean interests and acceptance score (4.17) when compared to their counterparts not exposed to EIM (that is, NEIM) at 1.50. While the mean rating value of reveals that students taught using EIM had post-test mean gender achievement score of 4.17 while the mean achievement score of students taught with NEIM method was 2.00. Again, students taught using EIM performed better than their counterparts taught using NEIM by mean rating value of 4.38 to 1.93.