Impact of Instructional Material Utilization on Secondary School Students’ Performance in Civic Education in Uyo Metropolis, Akwa Ibom State

Abstract

This study examined the impact of instructional material utilization on secondary school student's performance in Civic Education in Uyo Metropolis, Nigeria. Using a quasi-experimental design, the research investigated the effectiveness of enhanced instructional material-use and explored differences across school types. A sample of 100 students from 4 secondary schools participated, with 50 in an experimental group receiving enhanced instructional materials and 50 in a control group. Analysis of covariance (ANCOVA) revealed that enhanced instructional material utilization significantly improved student’s performance in Civic Education (F(1, 997) = 159.68, p < 0.001). Pearson correlation analysis showed a significant positive relationship between instructional material use and student’s performance (r = 0.667, p < 0.001). One-way ANOVA indicated significant differences in performance among students taught with different types of instructional materials (F = 3.36, p = 0.039). Multiple regression analysis demonstrated that teachers' perceptions significantly influenced their use of instructional materials (R² = 0.517, p < 0.001). Additional analysis revealed performance differences across school types (F(2, 997) = 14.632, p < 0.001), with private schools showing the highest mean scores. The findings highlight the importance of diverse and appropriate instructional materials in Civic Education and suggest that teacher perceptions play a crucial role in their effective utilization. This research contributes to our understanding of factors influencing Civic Education outcomes and has implications for educational policy and practice in Nigeria.