Abstract
Instructional Materials (IMs) make or unmake teaching and learning. There is no one best strategy in teaching for the learners to understand fully what is being taught to them. The main objective of this study was to determine the effects of the instructional material (IM) in Research Methods on the academic performance, self-efficacy beliefs, and attitudes of college students. Two intact classes of pre-service teachers were the participants of the study utilizing the Quasi-Experimental Research Design. Pretests and posttests were administered to the participants of the study before and after the use of IM to ascertain the changes in students’ performance, self-efficacy beliefs, and attitude towards Research. There is a significant difference in the performance, self-efficacy beliefs, and attitude of students toward Research in the pre-test and posttest. The IM in Research Methods is effective in enhancing students’ learning. This IM is now being used by both pre-service and postgraduate students. Moreover, students are encouraged to use the book for easy understanding of the conduct of research in any field of specialization. Keywords: Instructional material, effectiveness, attitudes, self-efficacy, performance, students’ learning
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