Relationship between Availability and Accessibility of Instructional Materials for Teaching Mathematics and on Students' Academic Performance among Senior Secondary Schools in Sabon Gari Local Government Area, Kaduna

Abstract

This study examined the availability and accessibility of instructional materials for teaching mathematics and their impact on students’ academic performance in senior secondary schools in Sabon Gari Local Government Area, Kaduna State, Nigeria. The research adopted an ex-post facto design with a population of 1,334 SS2 students across four public secondary schools, from which 175 students were proportionally sampled. Data were collected using a structured  questionnaire validated by experts in mathematics education, and reliability was established through a pilot test that produced a Cronbach’s alpha of 0.82. The instrument was  dministered directly to respondents, and data were analyzed using descriptive statistics to summarise responses and inferential statistics to test hypotheses. Findings showed that instructional materials were inadequate and not readily accessible, but their availability and  acessibility had a statistically significant positive relationship with students’ mathematics performance (p < 0.05). The study recommended that government and stakeholders provide adequate instructional resources, train teachers regularly on their effective use, and strengthen accessibility through proper distribution and monitoring.

Keywords: Availability, accessibility, instructional materials, mathematics teaching,  academic performance.