Analyzing the Influence of Instructional Materials on student’s academic performance in Adult Literacy Centres in Delta State

Analyzing the Influence of Instructional Materials on student’s academic performance in Adult Literacy Centres in Delta State

Abstract

This study analyzed the influence of instructional materials on student’s academic performance in adult literacy centres in Delta State. Four research questions guided the study. The study adopted descriptive survey research design. Population of this study consisted of 74 adult learners and 14 facilitators teaching in Oshimili South Local Government Area, Delta State which is the only functional adult literary centre as at the time of this study.  The sample of the study comprised 74 adult learners and 14 facilitators, making a total of 88. Due to the manageable nature of the population the entire population were used as sample. Hence, census sampling technique was adopted. The instrument for data collection is a structured questionnaire which was validated by a lecturer from Department of Educational Psychology and Counselling, Federal College of Education (Technical) Asaba. A pilot study was carried on Adult Learners in Onitsha South Local Government Area of Anambra State using split-half method. Data was collected and analyzed using Pearson Moment Correlation to ascertain the level of consistency of the instrument. The researcher administered 74 copies of the questionnaire to adult learners and 14 copies to facilitators in Oshimili South, Delta State and same were retrieved and analyzed. Data collected was analyzed using mean and standard deviation. Findings of the study revealed that certain instructional materials are available and used in enhancing adult learners’ academic performance in Oshimili South Local Government Area. It was recommended that government and educational stakeholders should prioritize funding and distribution of instructional materials to adult education centers to ensure learners have consistent access to essential resources.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely regarded as the key to success in life by both individuals and society. Throughout history and across cultures, education has played a crucial role in enhancing the survival and progress of both individuals and societies. The level of development in any country can often be gauged by the effectiveness of its educational planning and execution. Education shapes behavior by influencing skills, attitudes, beliefs, reasoning abilities, and knowledge, all of which are essential for adapting and interacting successfully with others. By acquiring skills, individuals and groups can work towards realizing their potential. Instructional materials, in particular, provide students with concepts and attitudes that improve their reasoning skills and keep them informed about global developments, which is why they are essential in adult literacy centers.

Adult literacy on the other hand is the ability of individuals to use reading, writing, and numeracy skills effectively in everyday life, work, and citizenship to meet personal and societal needs. Functional literacy emphasizes the practical application of literacy skills in real-life contexts. It is not just about being able to read and write but using these skills to function effectively in society. This type of literacy is critical for adults as it enables them to participate fully in economic, social, and civic activities. As technology and society evolve, the skills considered necessary for functional literacy also change, necessitating continuous learning and adaptation (UNESCO, 2021). For instance, in today’s digital world, functional literacy increasingly involves digital literacy, where adults need to navigate online platforms, manage digital information, and communicate effectively using digital tools. Adult literacy includes the knowledge and skills necessary for individuals to participate effectively in civic life, understand their rights and responsibilities, and engage in public discourse and decision-making processes. Civic literacy empowers adults to become informed and active citizens. It involves understanding political systems, laws, and the roles of various government entities. Civic literacy also includes the ability to critically analyze media, discern credible information, and participate in community and political activities (Mannion, 2022). This type of literacy is crucial in fostering democratic societies where citizens are expected to contribute to decision-making processes. For example, understanding how to vote, advocating for policy changes, or participating in local government meetings are all aspects of civic literacy that help maintain a functioning democracy.  As the world becomes increasingly digital, the concept of adult literacy expands to include digital competencies. Digital literacy is not merely about knowing how to use computers or smartphones but also involves critical thinking and problem-solving skills. Adults must be able to evaluate the credibility of online information, protect their privacy online, and use digital tools to enhance their personal and professional lives (Eshet, 2023). In a digital economy, lacking these skills can lead to significant disadvantages, including limited job opportunities and social exclusion. It can also be in form of cultural literacy. Cultural literacy is the ability of adults to understand, respect, and engage with diverse cultures, traditions, and perspectives within their communities and beyond. In a globalized world, cultural literacy is increasingly important. This form of literacy enables adults to navigate and thrive in multicultural environments. It involves not just an awareness of cultural differences but also an understanding of the deeper values, beliefs, and practices that underpin these differences (Hirsch, 2023). Cultural literacy promotes inclusivity and reduces prejudice, fostering a more harmonious society. For example, in workplaces that are becoming more diverse, cultural literacy helps in building better teamwork, communication, and conflict resolution. It can also be viewed in form of financial literacy. Financial literacy is the ability to understand and effectively use various financial skills, including personal financial management, budgeting, and investing. Financial literacy is crucial for adults to manage their personal finances effectively. It involves knowledge of basic financial concepts such as saving, investing, debt management, and understanding financial products like loans, credit cards, and insurance (Lusardi & Mitchell, 2022). Without financial literacy, individuals may make poor financial decisions, leading to debt accumulation, inadequate savings, and insufficient retirement funds. Enhancing financial literacy helps adults achieve financial security and independence, which is increasingly important in a world where individuals are expected to take more responsibility for their financial well-being. Critical literacy is the ability of adults to read, write, and think in ways that enable them to understand and critique power structures, ideologies, and discourses in society. Critical literacy goes beyond basic reading and writing skills to include the capacity to analyze and challenge dominant narratives and ideologies. It encourages adults to question the status quo, recognize bias, and understand the socio-political context of texts and media (Freire, 2023). This form of literacy is particularly important in a media-saturated world, where information is often manipulated to serve particular interests. By developing critical literacy, adults can become more informed and empowered citizens who are capable of advocating for social justice and change.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura & Tayo, 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation. Academic performance/achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals and it is measured either by continuous assessment or cumulative grade point average (CGPA) (Robert, 2017). The student’s assessment is based on the scores or grades achieved in the different study courses during the school and college years. The measurement of student’s academic achievement on the basis of formative and summative evaluation. Academic performance can also be seen as the extent to which a student, a teacher or an institution has achieved their short- or long-term educational goals. Academic performance is the measurement of students achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests. Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represents academic achievement (Robert, 2017). The student’s academic performance depends on a number of socio-economic factors like student’s attendance in the class, family income, mother’s and father’s education, teacher-student ratio, presence of a trained teacher in school, sex of the student, distance of schools. Academic performance is considered an intellectual competence indicator. Opinions vary as to why some students excel academically while others appear to be underachievers. As a result, many psychologists have consistently attempted to identify the major predictors of individual academic performance. Academic performance on examinations is the result of interactions among multiple variables such as learning. Learning occupies a significant role in the life of students (Mangal & Mangal 2017). It means the modification of behaviour (Dutt, 2017), that is measured using the yardstick of academic performance. People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. It has often been asserted that academic performance can be explained largely by factors such as individual initiative, effort, and merit (Mangal & Mangal 2017).

Education has helped to bring the entire world into an entity through the information and knowledge education has helped us to achieve. Education has helped to reduce the problem of language barrier. Through instructions and teaching by your teacher, Individual has acquired different languages outside the traditional language. This has led the individual to associate properly with people from different countries. It has helped one to adjust from his traditional behaviour to a more modest behaviour that makes the individual to be accommodated any part of the world he visits. Education has been a means to an end. That a country is developed is as a result of instructional aid created by education. It serves as a catalyst to governmental principles, policies and laws. With the acquisition of knowledge, and the society structured their means of livelihood. Instructional material is an aid to teaching and learning. It helps to raise learning from verbalization to practical aspect of teaching and learning. Instructional materials makes teaching and learning interesting, easy and amusing. It makes learning more effective (Johnson, 2020).

Instructional materials have been observed as a powerful strategy to bring about effective teaching and learning. The importance of quality and adequate instructional materials in teaching and learning can occur through their effective utilization during classroom teaching. Instructional materials here include all the tools that the teachers can use to make the learning more interesting and memorable.  According to Farombi, (2019), instructional materials include books, audio-visual, software and hardware of educational technology.  He further opines that the availability, adequacy and relevance of instructional materials in classrooms can influence quality teaching, which can have positive effect on students’ learning and academic performance. The insight from Farombi on linking instructional resources to students’ academic performance serve critical in the provision of quality education. According to Oni (2018), instructional resources are teachers’ strategic factor in organizing and providing education. This is so because they help to elaborate a concept that the teacher could not, without an instructional material. This allows students to learn more comfortably therefore influencing positively their academic performance. Instructional materials are sometimes lacking, not available or not suitable. This is because they are very expensive and some are sophisticated to come by in our local environment. However, the student teachers should endeavour to improvise most of the materials with available materials in and around the school and in the domestic environment. Improvisation of instructional materials and equipment becomes necessary when their originals are not readily available. For this reason, students teachers should make use of raw materials in the environment, waste and realizable material, and students’ collection, and assistance from the local repairers like carpenter, painter, blacksmith, etc in facilitating improvisation of instructional materials to aid meaningful teaching and learning.

Learning is facilitated and consolidated effectively when instructional materials are selected, properly organized, relevant and adequately structured into the lesson activities. When students have access to instructional materials, learning retention has more permanent impression created in their minds than when verbal instructions are given out like the lecture methods often used by teachers in Nigerian institutions (Agogo, 2020). The task of the student teacher therefore is to realize that verbal language is no longer enough, he must master the use of concrete materials to present concepts, principles, laws and theories to the students.

Writing on the role of instructional materials in teaching and learning, Balogun (2020) commented that science education programmes cannot be taught effectively without the existence of equipment for teaching. This is because instructional materials help those who learn to develop problem-solving skills and scientific attitudes. Elaborating further on the same point, Ajayi and Ogunyemi (2021) emphasize that when instructional materials are provided to meet relative needs of teaching process, students will have access to the reference materials mentioned by the teacher, and also each student will be able to learn at his or her own pace. The overall result is that students will perform much better. instructional materials are essential tools in learning every subject in the school curriculum. They allow the students to interact with words, symbols and ideas in ways that develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media and technology. According to Faize and Dahan (2011) instructional materials are print and non-print items that are designed to impact information to students in the educational process. Instructional materials include items such as prints, textbooks, magazines, newspapers, slides, pictures, workbooks, electronic media, among others. Instructional materials play a very important role in the teaching-learning process the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching guide, science guide, audio-visual aids, overhead projector, among others are the important instructional materials (Yusuf, 2018), However many facilities are missing in approximately almost all secondary schools in the state. According to Raw (2017) the first instructional material is the textbook. Various definitions to textbook emphasize the role of textbook as tool for learning. Textbook is the nucleus to all the learning activities related to a particular curriculum. Textbook plays a vital role in imparting knowledge to the students in the third world countries.

Yusuf (2018) further said that, the next instructional materials are the chalkboards. The chalkboard is the teaching aid that teachers frequently used; particularly during the lectures and discussions. There are different kinds such as, blackboard, maker board, write board, felt board and magic board. The teachers use it in classrooms to write the important words, statement, to draw diagrams, figures and maps. Other prominent instructional material include; mathematics kits. This is usually study kit; it is a box containing a variety of visual aids artistically assembles and displayed pertaining to a single topic (Nichollos, 2020). There are also science kits. Science kit is a study kit for science subjects such as; physics, chemistry, and biology. It includes all the necessary aids useful for the teaching of science subjects like charts, maps, and apparatus, among others. According to Raw (2017), teaching guide as an aid or material is a booklet provided to teachers. It provides guidance to teachers about the matters regarding teaching learning process completely. Raw (2017) also said that Audio-visual aids are the teaching aids use for the teaching learning process. It assists in the teaching-learning processes. The use of audio visual aids. It can be used to encourage teaching and learning activities. It can also help to reduce the rate of forgetting example of this, include maps, graph, diagrams among others.

In another development, the use of instructional materials makes dierent continents to shape their rules and regulations, to accommodate the other. This they do by providing them with the socio-cultural and political differences and how to adjust the traditional socio-cultural and political ways and accommodate another. An instructional material makes adult learners understand more easily when the teacher makes use of working model. It makes the teachers task easier and more effective. Olardi (2019) has highlighted the impact of instructional materials that teachers use to improve the adult learners from understanding and perception of the subject as an enhanced aids. It brings clarity and creates recognition that allow them to have a realistic hand and a total knowledge of the subject. It enhanced learning, improve the competence of learners and makes learning more meaningful to adult learners. Teaching and learning through the use of instructional materials facilitates, stimulates and aids adult learners to take active interest in any topic introduced by the teaching. In structural materials has emotional impact on the adult learners of and affects their attitude towards what is presented as the topic to study by the teacher. It provides both the teacher and adult learners with relevance and meaningful source of information. Kay (2018), Instructional materials stimulate the adult learners desire to learn. It assist learning process by making assimilation and memorization of materials easy. Also, it helps to hold attention, include greater acquisition and, as well as objectives which may be in accessible to many adult learners. An instructional material makes learning available to a wider audience, control the pace of learning, promote better understanding and help to overcome physical difficulties in presenting the subject content.

According to Philipson (2020) instructional material such as textbooks, flashcards, charts and posters, workbooks, audio-visual materials, real-life objects (realia), interactive whiteboards, newspapers and magazines, computers and tablets, storybooks, novels, among others are used in enhancing students’ academic performance in adult learning centres. Textbooks are essential instructional materials that provide structured content on various subjects. They help adult learners access standardized information and exercises to reinforce learning. Textbooks in adult literacy centers are often tailored to the needs of adult learners, with simplified language and practical examples that are relevant to their daily lives. This makes it easier for learners to connect new knowledge with real-world applications. Flashcards are visual aids that contain key information, such as vocabulary words, math problems, or phonetic symbols. These cards are designed to be quick-reference tools that facilitate memorization through repetition. In adult literacy centers, flashcards are used to reinforce basic concepts, especially in language and numeracy skills, helping learners to retain information more effectively through active recall. Charts and posters serve as visual representations of important concepts, processes, or information. These materials are usually displayed in classrooms to provide constant reference points for learners. For example, a poster illustrating the alphabet, common words, or mathematical operations can help adult learners become more familiar with these basics through repeated exposure. This visual reinforcement is crucial in helping learners internalize information. Workbooks are interactive materials that contain exercises and activities aligned with the curriculum. They allow adult learners to practice what they have learned in a structured manner. In adult literacy centers, workbooks are often designed to include both guided exercises and space for independent practice, catering to the needs of learners who may require extra support or wish to progress at their own pace. Audio-visual materials, such as videos, audio recordings, and educational software, are used to create a more engaging learning environment. These materials can illustrate concepts that are difficult to convey through text alone, such as pronunciation or complex processes. For adult learners in literacy centers, audio-visual aids can be particularly beneficial in improving listening, comprehension, and pronunciation skills, as well as providing context for reading and writing exercises. Realia refers to real-life objects used as teaching aids to make learning more tangible and relevant. For example, using actual currency, household items, or agricultural tools in lessons can help adult learners connect their learning with their everyday experiences. In adult literacy centers, realia is particularly effective in vocational training and practical subjects, where learners can directly apply what they learn to their personal or professional lives. Storybooks and novels are used to foster a love of reading and improve literacy skills through engaging narratives. For adult learners, these materials can be particularly motivating, as they often contain stories that reflect their experiences, aspirations, or cultural backgrounds. In adult literacy centers, reading fiction can help learners develop fluency, comprehension, and critical thinking, while also providing an enjoyable way to practice new skills.

Instructional materials such as Customized Textbooks, Workbooks with Practical Exercises, Audio-Visual Aids, Realia (Real-Life Objects), Interactive Digital Tools, Literacy-Specific Flashcards, Adult-Oriented Storybooks and Novels, Charts and Posters, Newspapers and Magazines, Interactive Whiteboards have been found to be more effective in enhancing adult learner’s academic performance (Olayinka, 2019). Customized textbooks for adult learners are designed with simplified language and content that directly relates to their everyday experiences and needs. These textbooks often focus on practical subjects like basic literacy, numeracy, and vocational skills, making the learning process more relevant and less intimidating for adults who may have had limited formal education. The relevance and accessibility of these textbooks help adult learners grasp concepts more quickly and confidently apply what they learn in real-life situations. Workbooks tailored for adult learners typically contain exercises that are directly linked to their daily lives and work environments. For example, a workbook might include budgeting exercises, forms for job applications, or literacy activities based on common workplace documents. By providing opportunities for practical application, these workbooks help adult learners reinforce their skills in a way that feels immediately useful and meaningful, thereby boosting both their academic performance and their confidence. Audio-visual aids, such as educational videos, recordings, and multimedia presentations, are powerful tools for enhancing adult learning. These materials cater to different learning styles—particularly for auditory and visual learners—by presenting information in a dynamic and engaging way. For instance, a video on pronunciation can significantly aid adult learners in improving their speaking skills, while visual demonstrations of complex concepts, like mathematical operations, can make them easier to understand. These aids are especially beneficial for adult learners who may struggle with traditional text-based materials. Realia involves using real-life objects to teach concepts, which helps bridge the gap between abstract ideas and practical application. For adult learners, especially those in vocational training or literacy programs, using items like actual currency, cooking utensils, or tools makes learning more concrete and relatable. This hands-on approach not only enhances understanding but also enables learners to directly apply their new knowledge and skills in their daily lives, thereby increasing their motivation and academic success. Computers, tablets, and other digital tools provide adult learners with access to a vast array of interactive educational resources, such as e-books, online courses, and educational games. These tools support personalized learning by allowing learners to work at their own pace, revisit challenging material, and track their progress. Digital literacy is also a crucial skill in today’s world, and familiarity with these tools can open up new opportunities for employment and personal growth. The interactive nature of these tools engages learners more deeply, making learning more enjoyable and effective. Flashcards designed for adult learners often focus on essential literacy and numeracy skills, such as vocabulary building, phonics, and basic arithmetic. These flashcards are simple yet powerful tools for reinforcing key concepts through repetition and visual cues. For adult learners who may have had limited exposure to formal education, flashcards provide a non-intimidating way to practice and master foundational skills, boosting their confidence and academic performance over time.

Utilization of instructional materials in adult learning has the capacity to motivate them. Motivation towards learning on the other hand refers to the internal or external factors that drive individuals to engage in and persist with the process of acquiring knowledge, skills, and understanding. It is the desire, energy, and enthusiasm that propel students or learners to actively participate in educational activities and seek to achieve learning objectives (Robert, 2019). Motivation can significantly impact a person’s attitude towards learning and their ultimate success in the educational journey. Motivation towards learning according (Olson, 2019) can be categorized into two main types: Intrinsic motivation: This type of motivation comes from within the individual. It is driven by personal interest, curiosity, and the inherent satisfaction derived from the learning process itself. When someone is intrinsically motivated to learn, they are more likely to engage in learning activities because they find them enjoyable, fulfilling, or personally meaningful. Intrinsic motivation is often associated with long-term commitment to learning and a deep understanding of the subject matter; Extrinsic motivation comes from external factors such as rewards, recognition, grades, or the desire to avoid punishment. While it may not be as enduring as intrinsic motivation, it can still be a powerful tool for encouraging learning. Extrinsic motivation can take the form of tangible rewards (e.g., certificates, prizes), social recognition (e.g., praise from teachers or peers), or the promise of future opportunities (e.g., career advancement). Effective education often combines both intrinsic and extrinsic motivation strategies to foster a positive learning environment. When learners see the practical application of what they are learning and understand its significance in their lives, they are more motivated. Allowing learners some control over their learning choices and methods can boost motivation by giving them a sense of ownership.

However, effective utilization of instructional materials is not without challenges. Sme of the challenges includes but not limited to time constraints, financial difficulties, low self-esteem and confidence, learning disabilities, language barriers, limited access to resources, health issues, stigma and social pressure, technological challenges, motivational issues (Matthew, 2017).  Many adult learners juggle work, family, and other responsibilities, leaving limited time for study and practice. The cost of educational materials, transportation, and other expenses can be a barrier to consistent attendance and participation. Past negative experiences with education or prolonged absence from formal learning environments can lead to low self-confidence, affecting their willingness to engage. Some adult learners may have undiagnosed or untreated learning disabilities, making it difficult to absorb and retain new information. In many areas, adult learners may lack access to essential resources like textbooks, digital tools, or even basic classroom facilities. The social stigma associated with being an adult learner can lead to embarrassment and a reluctance to participate fully in learning activities.

Hence the need to analyse the influence of instructional materials on student’s academic performance in Adult Literacy centres in Delta State.

1.2 Statement of the Problem

The use of instructional materials has lots of general benefits that guides a greater impact in teaching and learning process. The teachers level of resourcefulness, creativity, and imagination is credited to the achievement of quality education. These are expressed in how well the teacher is able to perceive, create and use the relevant information that can enhance and promote effective teaching and learning activities. There is a fair use of instructional materials which makes teaching and learning activities mere theoretical, abstract and ineffective. The issue of whether instructional materials provide the necessary knowledge is widely recognized in the central role the assimilation and retention of information it makes available to a wider audience. Instructional materials is a major determining variables that control the pace of learning. It has to do with the creation of an environment in which adult learners can develop their full potentials and lead productive lives in accordance with the demands of their interest and needs either as individuals or as group within the society. The Nigerian government, at all levels has over the years placed enormous emphasis on instructional materials in shaping efforts and strategies aimed at improving adult learner’s standard of learning in the country but both theoretical and empirical literature failed to captive the real factors as to why the standard of education in the country still remain very low. Okereke (2019) observes that many schools in the state cannot boast of instructional materials. He contends that every government should contend with the issue of making education her priority to help improve our standard of learning by providing the required instructional materials to schools. Obasi (2019) holds the view that government should provide funds to those who monitor the needed by their adult learners at all time.

1.3 Aims and Objectives of the Study

The main purpose of this study is analyze the influence of instructional materials on student’s academic performance in Adult Literacy centres in Oshimili South  Local Government Area of Delta State. Specifically, the study sought to ascertain:

1. The instructional materials available and used in enhancing adult learners’ academic performance  in Oshimili South Local Government Area.
2. The specific instructional materials that have shown to be more effective in enhancing adult learners’ academic performance in Oshimili South Local Government Area.
3. The impact of instructional materials on the motivation and engagement of adult learners in Oshimili South Local Government Area.
4. The barriers to the access and use of instructional materials for enhancing adult learners’ academic performance  in Oshimili South Local Government Area.

1.4 Research Questions

The following research questions guided the conduct of the study.

1. What are the instructional materials available and used in enhancing adult learners’ academic performance  in Oshimili South Local Government Area?
2. Are there specific instructional materials that have shown to be more effective in enhancing adult learners’ academic performance  in Oshimili South Local Government Area?
3. How does instructional materials impact the motivation and engagement of adult learners in Oshimili South Local Government Area?
4. What are the challenges or barriers to the access and use of instructional materials for enhancing adult learners’ academic performance in Oshimili South Local Government Area?

1.5 Significance of the Study

The study could be of immense benefit to adult learners, facilitators, government, curriculum planners and future researchers.

The study could be of immense benefit to the adult learners because the effective use of instructional materials would enable them to effectively learn and retain what they have learnt and thereby advancing their performance academically. Instructional materials, such as textbooks, visual aids, and digital resources, play a critical role in making learning more engaging and effective. For adult learners, who may face challenges like limited time and varying levels of prior education, appropriate materials can simplify complex concepts and make learning more accessible. When students have access to appropriate and well-structured instructional materials, they are more likely to feel confident in their learning process. This can lead to increased motivation, as students see tangible progress in their literacy skills. Instructional materials can be tailored to meet the diverse needs of adult learners, allowing for a more personalized learning experience.

The study could also be of immense benefit to the facilitators because it will help them understand how important instructional materials are required in the classroom by making teaching and learning process easier.     Facilitators benefit from having access to high-quality instructional materials as these resources provide a structured framework for teaching. This can lead to more organized lessons, better time management, and a more systematic approach to delivering content. The use of diverse instructional materials can help facilitators develop a wider range of teaching strategies, catering to the different learning styles of students. This can enhance the overall effectiveness of the teaching process. Facilitators are more likely to achieve their educational goals when they have the right tools at their disposal. High-quality instructional materials can help facilitators track students’ progress more effectively and provide targeted support where needed.

For government, understanding how instructional materials impact learning outcomes can inform policy decisions related to educational resource allocation. Effective policies can ensure that adult literacy programs are well-equipped with the necessary materials, leading to improved educational outcomes. Data on the effectiveness of various instructional materials can guide the allocation of funds and resources. Governments can invest in materials that have been proven to enhance learning. Government can develop training programs for facilitators based on the insights gained from the study. This ensures that educators are proficient in using instructional materials to their full potential, leading to better student outcomes. Demonstrating the impact of instructional materials on learning outcomes can support transparency in educational initiatives and programs.

The study could be of immense benefit to the curriculum planner because it will help them understand the influence of instruction materials on academic performance of adult learners and with that there will see how they can provide those instructional materials needed while planning for the curriculum of adult learner. Insights from the study can guide the design and development of curricula that incorporate effective instructional materials. This ensures that the curriculum is aligned with the needs and learning styles of adult learners. Curriculum planners can make informed decisions about which instructional materials to include in the curriculum. This can involve selecting resources that are proven to enhance learning and adapting materials to fit the specific context of adult education.

Researchers can build on the findings of this study to explore additional aspects of instructional materials, such as their impact on different learning styles or the effectiveness of specific types of materials (e.g., digital vs. print). Conducting longitudinal studies can provide insights into the long-term effects of instructional materials on students’ academic performance and overall literacy development. Researchers could compare the effectiveness of instructional materials across different regions or states to identify best practices and potential areas for improvement. Examining how instructional materials affect performance in different types of adult literacy programs (e.g., vocational vs. general literacy) can reveal varied impacts and inform tailored interventions. Investigating the role of emerging technologies and digital resources in adult literacy education can provide insights into their effectiveness and potential benefits.

1.6 Delimitation of the Study

This study focused on analyzing the influence of instructional materials on student’s academic performance in Adult Literacy centres. The study is delimited to adult literacy centres in Oshimili South Local Government Area of Delta State. With particular reference to the instructional materials are currently available and used in adult literacy programs, specific instructional materials that have shown to be more effective in facilitating adult literacy,  the impact of instructional materials on motivation and engagement of adult learners and the challenges or barriers to the access and use of instructional materials  in enhancing students’ academic performance.

1.7 Area of the Study

The study is being carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of adult literacy centres. The high presence of public secondary school students makes the Local Government Area a suitable area of this study

2.8 Definition of Terms

Influence: Influence refers to the capacity or power to have an effect on someone or something, often shaping their thoughts, behavior, or actions. It involves the ability to persuade, sway, or impact the decisions and attitudes of others. Influence can be exerted through various means, including communication, persuasion, leadership, authority, expertise, and social interactions.

Instructional materials: Instructional materials are resources designed to facilitate teaching and learning processes. They can take various forms and serve different purposes, catering to diverse learning styles and objectives.

Academic Performance: Academic performance refers to the extent to which a student has achieved their educational goals, typically measured through various indicators of success in their academic pursuits.

Adult Literacy: Adult literacy refers to the ability of adults to read, write, and use basic numeracy skills. It encompasses a range of abilities, from basic literacy skills to more advanced levels of proficiency that allow individuals to engage effectively in various aspects of life, such as work, community participation, and personal development.

Pages:  105

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.