The impact of the use of instructional materials on The performance of Advanced Level Chemistry Students in the Mfoundi Division

Abstract

Like other science subjects, chemistry 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 chemistry 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's theory of instruction. The research method used was a quantitativecross- 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. The use of instructional material (realia, graphic material, mock-ups and model and film projector) in teaching chemistry significantly affects students' performance. This indicated that instructional materials promoted students' participation in chemistry lessons. The results of the finding also affirmed that students' academic engagement had a significant influence on the student's performance in chemistry. And finally, the results of the findings established that instructional materials in chemistry had increased the students' lesson retention in chemistry and therefore contributed highly to students' performance in chemistry.