Influence of the use of instructional materials on biology students’ academic performance in some high schools in the Mfoundi division

Abstract

Like other science subjects, biology is a practical-oriented discipline that seeks to develop a learner's scientific inquiry and problem-solving skills, which can be achieved with the help of instructional materials. This study aimed to assess the use of instructional materials on students’ performance in biology in selected high schools in the Mfoundi Division. The aim of the study was further divided into four specific objectives as follows: to assess the use of realia on student’s performance; to assess the use of graphic material on students; to evaluate the use of Mock-ups and models in teaching on student’s performance; to assess the use of film projector in teaching on students’ performance. This study was guided by two theories: Piaget’s theory of cognitive development and Gagne theory of instruction. The research method used was a quantitative-cross-sectional survey. Simple random and stratified sampling techniques were used to select our sample population of 300 participants. Data were collected using questionnaires, and the data were analyzed using SPSS version 21 software. Use of instructional material (realia, graphic material, mock-ups and model and film projector) in teaching biology significantly affects students’ performance. This indicated that instructional materials promoted students’ participation in biology lessons. The results of the finding also affirmed that students’ academic engagement had a significant influence on the students’ performance in biology. And finally, the results of the findings established that instructional materials in biology had increased the students’ lesson retention in biology and therefore contributed highly to students’ performance in biology.