Availability and Use of Instructional Materials for Effective Implementation of the Basic Science and Technology Curriculum in Upper Basic Schools in North Central Nigeria

Abstract

This study investigates the availability and utilization of instructional materials for the effective implementation of the Basic Science and Technology (BST) curriculum in upper basic schools in North Central Nigeria. The research adopts a descriptive survey design to assess the extent to which instructional resources-such as laboratory equipment, charts, models, and ICT tools-are provided and effectively used by teachers in classroom instruction. Data was collected from a representative sample of teachers and school administrators using questionnaires and observation checklists. Findings revealed that while instructional materials are generally recognized as essential to achieving curriculum objectives, many schools experience inadequate supply and poor maintenance of resources. Teachers often rely on improvised materials due to insufficient funding and lack of government support. Furthermore, the study found a significant relationship between the availability and effective use of instructional materials and students’ learning outcomes in Basic Science and Technology. It concludes that improving the provision, accessibility, and proper utilization of instructional resources is critical to enhancing teaching effectiveness and achieving curriculum goals. The study recommends that education authorities should prioritize budgetary allocations, continuous teacher training, and regular supervision to ensure optimal curriculum implementation.