AN INVESTIGATION ON THE EFFECTS OF TEACHER-MADEINSTRUCTIONAL MATERIALS ON ECONOMICS STUDENTS’ ACADEMICPERFORMANCE AT SELECTED SENIOR SECONDARY SCHOOLS INBENUE STATE, NIGERIA

Abstract

This examined the Effects of Teacher-Made Instructional Materials (TMIMs) on Economics students’ academic
performance in selected senior secondary schools in Benue State, Nigeria. It provides a conceptual overview of
teacher-made instructional materials on Economics students’ academic performance within the study area. The
instrument for data collection was the Economics Performance Test (EPT). The study population comprised 142
economics students drawn from intact classes within the study area. A quasi-experimental research design was
employed, involving two groups: experimental and control. The objectives of the study were to: (i) examine the
difference between pre-test and post-test performance of Economics Students taught with teacher-made
instructional materials in Senior Secondary Schools in Benue State, Nigeria; and (ii) determine the difference
between pre-test and post-test performances of Economics students taught using teacher-made instructional
materials and those taught without using teacher-made instructional materials in Senior Secondary Schools in
Benue State, Nigeria. These objectives were aligned with the research questions and hypotheses formulated for
the study. Findings revealed that teacher-made instructional materials has potentials to significantly enhance the
teaching and learning of Economics at the senior secondary school level in Benue State, Nigeria. Nevertheless,
the effective use of teacher-made instructional materials requires deliberate efforts to address identified challenges
and limitations. The study emphasises that while teacher-made instructional materials can enrich instructional
delivery and foster improved learning outcomes, teachers’ evaluation and pedagogical expertise remain
indispensable. Teacher-made instructional materials should therefore be utilised to complement, rather than
supplant, the role of teachers. Based on these findings, the study recommends, among other measures, the
development of training programs to build teachers’ capacity for new trends in curriculum delivery, especially in
the use of instructional materials, increased investment in instructional materials support to facilitate new trends
in teaching in schools, and strengthened collaboration among educators. Furthermore, the study underscores the
need for continuous curriculum review (in the use of teacher-made instructional materials) and revision to ensure
that Economics education remains relevant and fosters skills acquisition.