ABSTRACT

This study examines the impact of instructional materials on secondary school students’ academic achievement in Food and Nutrition in Delta State. The purpose of the research is to assess the extent to which the availability, adequacy, and effective utilization of instructional materials influence students’ learning outcomes in the subject. A descriptive survey research design was adopted, and data were collected from a representative sample of Food and Nutrition teachers and students drawn from selected secondary schools across Delta State. Structured questionnaires and classroom observation checklists served as the primary instruments for data collection. The data obtained were analyzed using descriptive and inferential statistical techniques. The findings of the study revealed that instructional materials such as charts, models, specimens, audiovisual aids, and laboratory equipment significantly enhance students’ comprehension, interest, and overall academic achievement in Food and Nutrition. However, the study also identified challenges such as inadequate provision of materials, poor maintenance, and insufficient teacher training in the effective use of instructional resources. It is therefore recommended that government authorities, school administrators, and other education stakeholders ensure the adequate provision of relevant instructional materials and organize regular capacity-building programs for teachers to promote effective teaching and learning of Food and Nutrition in secondary schools.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is a vital tool for national development and personal empowerment. It encompasses the process of acquiring relevant knowledge, values, attitudes, skills, and competencies that make individuals productive members of society. In the context of secondary education, one key area that contributes significantly to students’ personal and social development is Food and Nutrition. This subject equips students with essential knowledge about healthy eating, food safety, meal planning, and overall well-being—skills that are critical in addressing health-related issues in society.

The teaching and learning of Food and Nutrition in secondary schools require more than just verbal instruction. It demands the use of appropriate instructional materials to make learning practical, engaging, and effective. Instructional materials refer to the physical and digital resources used by teachers to facilitate learning. These include textbooks, charts, food models, kitchen utensils, audiovisuals, posters, and laboratory tools. The effective use of these materials helps to bridge the gap between theory and practice, particularly in subjects like Food and Nutrition that involve practical skills and hands-on activities.

According to Amie-Ogan and Etuk (2020), teachers play a central role in organizing effective learning experiences, and the availability and proper utilization of instructional materials directly influence how well students grasp concepts. Filgona and Sakiyo (2020) also noted that one of the most significant factors determining student success is the quality of instruction, which includes the use of teaching aids. When instructional materials are inadequate or underutilized, students often struggle to understand key concepts, especially in science and vocational subjects such as Food and Nutrition.

Academic achievement, in this context, refers to the extent to which students meet the objectives of the Food and Nutrition curriculum, as measured through tests, examinations, practical assessments, and project work. As Goshi (2020) emphasized, academic performance reflects the knowledge and skills acquired over a given period and can be measured through both continuous assessment and final examinations. Ali, Goni, and Saleh (2020) describe it as the observable and measurable outcomes of learning, which include students’ performance in both theoretical and practical components of a subject.

In Delta State, the teaching of Food and Nutrition in secondary schools faces several challenges, including a lack of instructional materials, poorly equipped laboratories, and insufficient funding. These limitations can negatively affect students’ understanding of the subject and their overall performance. Research suggests that when students are exposed to well-prepared lessons supported by visual and practical teaching aids, their level of interest, comprehension, and retention increases significantly.

Moreover, UNESCO’s Global Education Monitoring (GEM) Report (2023) stresses the importance of quality education in achieving Sustainable Development Goal 4 (SDG 4), which aims for inclusive and equitable education for all. The report recognizes that instructional delivery methods, including the use of technology and hands-on materials, play a key role in shaping learning outcomes. In vocational and science-based subjects like Food and Nutrition, instructional materials are not just supplementary—they are central to teaching and learning effectiveness.

Despite the recognized importance of instructional materials, many studies show that their use in schools—especially public schools in developing regions—is often limited by budget constraints, lack of awareness, and inadequate teacher training. As noted by Akumyi (2019), the availability of resources alone is not enough; what matters is how effectively teachers are able to use them to promote learning. Consequently, understanding the impact of instructional materials on student achievement is essential for developing effective teaching strategies and improving student outcomes.

This study, therefore, seeks to examine the impact of instructional materials on the academic achievement of secondary school students in Food and Nutrition in Delta State. It aims to identify the extent to which the availability, accessibility, and effective use of these materials influence students’ understanding and performance in the subject.

1.2       Statement of the Problem

Food and Nutrition is a practical-oriented subject that requires both theoretical understanding and hands-on experience. However, in many secondary schools in Delta State, the teaching of this subject is often hindered by the unavailability or inadequate use of instructional materials. Classrooms lack essential tools such as kitchen equipment, visual aids, and food models, making it difficult for teachers to demonstrate practical concepts effectively. As a result, students may develop a shallow understanding of the subject, leading to poor academic achievement.

Although the Nigerian secondary school curriculum emphasizes the need for practical work in vocational subjects, many schools are unable to meet these requirements due to poor funding, inadequate teacher training, and a lack of infrastructure. This situation raises concerns about the effectiveness of Food and Nutrition instruction and its impact on student performance in both internal and external assessments.

Despite the efforts of educators and policymakers to improve the quality of education, there is limited empirical data specifically addressing how instructional materials affect students’ academic outcomes in Food and Nutrition in Delta State. This gap in knowledge underscores the need for a study that explores the relationship between the use of instructional materials and students’ academic performance in this subject area.

1.3       Aims and Objectives of the Study

The aims and objective of this study is to examine the Impact of instructional material on secondary schools students in food and nutrition delta state. Specifically, the study objectives includes;

1. To investigate the extent to which instructional methods impact on secondary schools students in food and nutrition in delta state
2. To assess the availability and accessibility of instructional materials in secondary schools in Delta State, and how this affects students’ learning outcomes in Food and Nutrition.
3. To determine whether the use of modern, technology-based instructional materials (e.g., multimedia, e-learning resources) has a greater impact on students’ academic performance in Food and Nutrition compared to traditional instructional methods.
4. To examine the challenges faced by teachers in integrating instructional materials into the teaching of Food and Nutrition and how these challenges affect student learning in secondary schools in Delta State.
5. To evaluate the perceptions of students towards food and nutrition impact on their academic performance in Delta State.
6. To explore the role of teacher training and professional development in effectively utilizing instructional materials to enhance students’ academic performance in Food and Nutrition in Delta State.

1.4       Research Questions

1. To what extent do instructional methods impact on teaching and learning of Mathematics in Secondary Schools in Delta State?
2. How do availability and accessibility of instructional materials in secondary schools in Delta State, and how this affects students’ learning outcomes in Food and Nutrition.
3. To what extent do the use of modern, technology-based instructional materials (e.g., multimedia, e-learning resources) has a greater impact on students’ academic performance in Food and Nutrition compared to traditional instructional methods.
4. How do the challenges faced by teachers in integrating instructional materials into the teaching of Food and Nutrition and how these challenges affect student learning in secondary schools in Delta State.
5. the perceptions of students towards food and nutrition impact on their academic performance in Delta State.
6. How do the role of teacher training and professional development in effectively utilizing instructional materials to enhance students’ academic performance in Food and Nutrition in Delta State.

1.5       Significance of the Study

This study is significant for several reasons. First, it will provide valuable insight into the role instructional materials play in improving student achievement in Food and Nutrition—a subject that blends both theory and practical skills critical for healthy living and future career paths in home economics and food science.

The findings of this study will benefit the following groups:

• Teachers: It will help teachers understand the importance of incorporating various instructional materials into their lessons and provide guidance on how to effectively utilize available resources to enhance students’ learning experiences.
• School Administrators and Policymakers: The study will inform education stakeholders and policymakers in Delta State about the current state of instructional materials in schools and highlight areas where support and funding are needed to improve teaching and learning outcomes.
• Curriculum Planners: The insights gained will help curriculum planners integrate strategies that promote the use of practical instructional tools, especially for subjects like Food and Nutrition that require hands-on learning.
• Students: Ultimately, the study aims to improve students’ academic performance by encouraging teaching methods that make learning more engaging and relevant.
• Researchers: Future researchers interested in instructional materials or the teaching of vocational subjects can use this study as a foundation for further investigation.

1.6       Delimitations of the Study

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.7       Area of the study

This study was carried out in Asaba metropolis of Delta State. It has an area of about 560km² and maintain an average tropical temperature of 26 degree during the dry season and an average rainfall of 1765.5mm during the raining season. It has an estimated population of 176,060 a record in 2006 census (National Population Census, 2006).

1.8       Definition of Terms

The following key terms are defined as used in this study:

• Instructional Materials: These refer to teaching aids such as textbooks, charts, posters, kitchen equipment, audiovisuals, and other tools used to enhance teaching and learning in Food and Nutrition.
• Academic Achievement: This is the performance outcome of students as measured by tests, examinations, assignments, and practical assessments in Food and Nutrition.
• Food and Nutrition: A subject in the secondary school curriculum that focuses on food science, nutrition, meal planning, food preparation, and healthy eating habits.
• Secondary School: An educational institution that provides education to students typically between the ages of 11 and 18, including junior and senior secondary levels.
• Teaching Effectiveness: The extent to which a teacher is able to achieve the desired learning outcomes using appropriate teaching methods and resources.
  

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  Pages: 103

  Category: Project

  Format:  Word & PDF               

  Chapters: 1-5                                          

  Source: Imsuinfo

  Material contains Table of Content, Abstract and References.