Use Of Instructional Resources Research Articles

ENHANCING TEACHER PRACTICES IN ASSESSING FUNCTIONAL PERFORMANCE OF STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD): AN EMPIRICAL PERSPECTIVE

Youth students with Autism Spectrum Disorder (ASD) are at higher risk of functional skills deficiency, which presents a barrier to the acquisition of academic skills. This study examines teachers’ practices in determining the functional performance of students with ASD in stage-based education pathways in Kenya. A quantitative research design was employed, involving 47 teachers and 76 students with ASD from various primary schools. Data were collected using a self-administered rating scale for teachers and a modified version of the Vineland Adaptive Behaviour Scales for students. Descriptive and sequential regression analyses were conducted to evaluate teacher practices and their impact on students’ functional skills. Findings show that the identification and use of instructional resources were the most frequently performed practices among teachers, while the assessment of functional skills was the least. The study found significant correlations between teacher practices and students’ functional skill acquisition, particularly communication skills. However, the relationships among teacher practices were generally weak, indicating a lack of integration in their approaches. The study concludes that a comprehensive approach, incorporating multiple assessment practices, is essential for improving student outcomes. Recommendations include targeted professional development for teachers, standardized assessment practices, and increased collaboration with parents to support functional skill development in students with ASD. These findings underscore the need for enhanced training and resource access to optimize educational outcomes within the Competency-Based Curriculum framework.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0717/a.php" alt="Hit counter" /></p>

Influence of Available Instructional Resources on the Acquisition of Language Skills among Early-Year Learners in Kiambaa Sub-County, Kiambu County, Kenya

Language entails the ability to communicate with other people with significant variations between understanding of speech and language. Although language acquisition largely depends on the learner's ability, the access and availability of instructional resources play a pivotal role in language acquisition among children in Early Childhood Education Centres. The main aim of this study was to assess the influence of available instructional resources on the acquisition of language skills among early-year learners, to determine the impact of teachers' competence on the use of instructional resources on the acquisition of language skills among early-year learners and to determine the influence of challenges in use of instructional resources on the acquisition of language skills among early year learners in Kiambaa sub-county, Kiambu County. The study was based on the constructivists and overlapping spheres of influence theory. The study adopted a descriptive research design. The target population was 98 head teachers and 210 ECD teachers who were considered for the study. Purposive sampling was used to obtain 12 head teachers, and simple random sampling was used to obtain 44 teachers. Statistical Package for Social Sciences was used to analyse the quantitative data, while content analysis was used to analyse the qualitative information gathered using open-ended questions, where findings were reported in a narrative form under each theme. Descriptive analysis was done through frequencies and percentages. A multiple Linear Regression model was used to model the relationship between the independent variable and the response variable (Acquisition of language skills). The study concludes that the availability of Instructional resources has a significant positive effect on the acquisition of language skills as denoted by the p-value (P <0.05). The study recommends that stakeholders, including head teachers, teachers, and parents, should understand the importance of having sufficient instructional resources. Efforts should be made to improve access and availability based on recommendations from ECD teachers, thereby fostering language acquisition among early learners.

Use of instructional resources and academic performance of library and information science (LIS) postgraduate students in South-South, Nigeria

The study examined use of instructional resources and academic performance of library and information science (LIS) postgraduate students in South-South, Nigeria. Three research questions were answered in the study. The research involved postgraduate students from three state-owned universities located in Delta, Edo, and Rivers States, Nigeria, using a correlational research design. The population consisted of 152 postgraduate students who also constituted the sample size through total enumeration sampling. A questionnaire was the only tool used to collect data. Out of 152 copies of questionnaire distributed, a total of 133 were completed and returned, representing an 86% response rate. The collected data were analyzed using t-test, ANOVA, and Pearson’s product moment correlation (PPMC) with a significance level of 0.05 applied to address the research questions. The results showed no significant difference in the use of instructional resources between M.Sc. and PhD LIS students (f {131} = 5.416, p = 0.21; p < 0.05), nor were there significant differences in resource usage among different institutions (F = 2, 130 = 10.704, P = 0.000; p < 0.05). Additionally, the study found that use of instructional resources did not have a statistically significant impact on the academic performance of the library and information science postgraduate students (r = .111, P = .204 ˃ 0.05). The conclusion drawn was that there is no significant difference in the use of instructional resources between M.Sc. and PhD students as well as across different institutions, indicating similar needs and consistent availability of resources. The study recommended that institutions should standardize the provision of instructional resources for both M.Sc. and Ph.D. students since their needs and usage patterns are alike, regardless of their level of study.

THE APPLICATION OF STUDENT WORKSHEETS AS TEACHING MATERIALS LEARNING IN ISLAMIC RELIGIOUS EDUCATION TO BE MORE EFFECTIVE

Research on student worksheets utilized at SMPN 1 regarding the usage of instructional materials The subject of PAI used descriptive qualitative research and the findings of research on the advantages of teaching materials to create and develop SMPN 1 Asembagus. teacher worksheets Teachers modify their lesson plans according to the needs of their students, the media available in the classroom, and the activities being undertaken. As a facilitator, the teacher adjusts active learning and learning to each student's pace and ability to comprehend the subject. While the use of instructional resources for student worksheets helps students master the content more quickly, students report that they like the learning experience. As a result of their increased happiness at school, students start to follow the many regulations that are set forth by both the school and society

Influence of Availability of Instructional Resources on learning Mathematics in North-western Nigeria

This study used a comprehensive literature review to investigate the influence of the availability of instructional resources on learning mathematics in north-western Nigeria. It was performed by reviewing relevant books, articles, and journals. The study results show that a student's capacity to learn mathematics depends on the availability and utilization of instructional resources. Students' senses are stimulated, and the availability and use of instructional resources arouse their interest in the subject. When the applications of instructional resources are emphasized in schools, students perform better in mathematics. Instructional resources constitute a potent factor influencing the teaching and learning of mathematics in schools. The study recommends, among other things, that teachers should always use instructional materials during instruction in the classroom to enhance the student’s achievement in the subject.

EVALUATION OF INFLUENCE OF DISPLAY OF INSTRUCTIONAL RESOURCES ON CHILDREN’S PERFORMANCE IN EARLY LITERACY IN PUBLIC PRE-SCHOOLS IN KANDUYI SUB-COUNTY, KENYA

Availability and utilization of instructional resources play an important role in the attainment of educational goals, objectives and learners’ performance. In this study, the researcher argues that many learners are still not proficient in early literacy skills despite going through pre-school education. The factors associated with the teaching and learning of early literacy skills may have been addressed but influence of instructional resources continues to be a concern. This study focused on the influence of display of instructional resources on children’s performance in literacy. The study was framed on the constructivism theory propounded by Jean Piaget in 1896-1980. The study adopted a descriptive survey design and targeted 90 public pre-schools comprising of 5460 pre-school learners and 180 pre-school teachers. A simple random sampling technique was used in selecting the pre-schools and the sample size for teachers and learners for the study was arrived at using Krejcie and Morgan (1970) formula. Through these methods, 27 pre-schools, 359 learners and 123 pre-school teachers were selected for the study. Data was collected using questionnaires and a literacy skill test administered to the learners. Questionnaires were administered to pre-school teachers to seek information on pre-school teachers’ training skills and use of instructional resources. Content validity of the instruments was determined by employing the expertise of my supervisors and lecturers in the Department of Education while reliability was determined through split-half technique. Data was analyzed using descriptive and inferential statistics such as means, percentages, frequencies and Pearson Correlation analysis. The findings were presented in tables, pie charts and bar graphs. The study found that there was a positive correlation between display of instructional resources and learners’ achievement in writing skills (r = .646; p = .000) and reading skills (r = .780; p = .000). The study concluded that instructional resources play a significant role in imparting of reading and writing skills to the pre-school learners. The study recommended that there is need for provision of audio and audio-visual materials to pre-schools since these materials are known to positively affect the acquisition of writing and reading skills among pre-school learners. It also recommends that the government of Kenya through the Ministry of Education ensure that pre-schools acquire instructional resources equitably distributed in the various pre-schools across the country to facilitate timely implementation of the curriculum especially in reading and writing skills for good educational foundation of the learners.

INFLUENCE OF AVAILABILITY OF INSTRUCTIONAL RESOURCES ON CHILDREN’S PERFORMANCE ON EARLY LITERACY IN PUBLIC PRE-SCHOOLS IN KANDUYI SUB-COUNTY, KENYA

The factors associated with the teaching and learning of early literacy skills may have been addressed but influence of instructional resources continues to be a concern. This study focused on how availability of instructional resources influences children’s performance in early literacy in public pre-schools in Kanduyi Sub-County, Kenya. The study was framed on the constructivism theory propounded by Jean Piaget in 1896-1980. The study adopted a descriptive survey design and targeted 90 public pre-schools comprising of 5460 pre-school learners and 180 pre-school teachers. A simple random sampling technique was used in selecting the pre-schools and the sample size for teachers and learners for the study was arrived at using Krejcie and Morgan (1970) formula. Through these methods, 27 pre-schools, 359 learners and 123 pre-school teachers were selected for the study. Data was collected using questionnaires and a literacy skill test administered to the learners. Questionnaires were administered to pre-school teachers to seek information on pre-school teachers’ training skills and use of instructional resources. Content validity of the instruments was determined by employing the expertise of my supervisors and lecturers in the Department of Education while reliability was determined through split-half technique. Data was analyzed using descriptive and inferential statistics such as means, percentages, frequencies and Pearson Correlation analysis. The findings were presented in tables, pie charts and bar graphs. The study found out that concrete materials, were used by majority of the pre-school teachers in the study area. However, audio and audio-visual resources were lacking in all the schools in the study area hindering the acquisition of writing and reading skills. The study concluded that instructional resources play a significant role in imparting of reading and writing skills to the pre-school learners. The study recommended that there is need for provision of audio and audio-visual materials to pre-schools since these materials are known to positively affect the acquisition of writing and reading skills among pre-school learners. It also recommends that the government of Kenya through the Ministry of Education ensure that pre-schools acquire instructional resources equitably distributed in the various pre-schools across the country to facilitate timely implementation of the curriculum especially in reading and writing skills for good educational foundation of the learners.

Availability and Use of Instructional Resources on the Implementation of the Competency-Based Curriculum by Grades 1, 2 and 3 in Public Primary Schools in Migori County, Kenya

The twenty-first century has resulted in many challenges for educational systems. One such challenge is integrating learning experiences in educational institutions with practical realities and requirements. Implementing Competency-Based Curriculum (CBC) models for various disciplines would reduce the gap between theoretical knowledge acquired in the educational system and expenses needed in the labor market. This study, therefore, sought to establish the effect of availability and use of instructional resources on the implementation of the competency-based curriculum by grades 1, 2 and 3 teachers in public primary schools in Migori County. A descriptive survey design methodology was adopted. The study targeted 604 head-teachers, 1812 grade 1-3 teachers, and 8 sub-county quality assurance and standards officers from all the Sub-counties in Migori County. The sample size for the study was180 head teachers, 8 Sub County Quality Assurance Officers (SQAOs), and 544 grade 1-3 teachers. The researcher used 30 percent to get a sample size for 180 out of 604 head-teachers and grade 1-3 teachers respectively and saturated sampling, 100 percent to include all the 8 SQASOs in the final sample resulting to a sample size of 732 out of the 2424. Questionnaires and interview schedules were used to collect data. The validity of the instrument was subjected to expert opinions; further the questionnaire was pre-tested for coherency and comprehensiveness. Reliability was tested using a questionnaire duly completed in a pilot study. Internal consistency was determined by Cronbach’s Alpha Coefficient and it yielded reliability coefficient of 0.704, and 0.690 and 0.671 respectively for teachers and principals respectively. The study applied quantitative analysis techniques using descriptive and inferential statistics to analyze data. The research was carried out ethically. The findings showed a strong positive correlation significant at a 5% level of significance between the adequacy of the Teaching-Learning (T/L) resources and CBC implementation, as indicated by a Pearson’s correlation coefficient of 0.593. The study recommended increase of number of CBC in-service training sessions and use more competent facilitators, mandatory training for all teachers. The findings will be used by national education managers, the principles in the county and county education officers, Boards of Management and the community. They will contribute to the existing knowledge on teachers' preparedness to implement a competency-based curriculum.

Instructıonal resources for teachıng bıology ın secondary schools ın Moro, Kwara State-Nigeria

Instructional resources play an important role in conducting high quality education. This research assessed the availability and utilization of instructional resources in Moro Local Government Area (LGA) of Kwara State, Nigeria. Descriptive survey research was adopted for the study. A total of sixty (60) Biology teachers were randomly sampled from eighteen (18) schools in Moro Local Government Area Kwara State. Three research questions and two hypotheses guided this study. Questionnaire was used as an instrument for data collection and the data was analysed using simple percentage, ANOVA and t-test. The results of the study revealed that instructional resources for teaching Biology were not available in most senior secondary schools in Moro LGA of Kwara State. As high as 51% Biology teachers’ ultilized available instructional resources. Teachers’ academic qualification significantly influences their use of instructional resources for teaching Biology and there was no significant influence of school type in the use of instructional resources in teaching Biology. Recommendations made were that the government should provide more equipment for the schools for effective teaching and learning Biology, teachers should be encouraged to use Biology laboratory equipment, and in-service teachers training should be encouraged to improve their qualification.

What factors impact student performance in introductory physics?

In a previous study, we found that students' incoming preparation in physics-crudely measured by concept inventory prescores and math SAT or ACT scores-explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students' successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course. We unexpectedly found a set of common practices and attitudes. We found that students' use of instructional resources had relatively little impact on course performance, while student characteristics, student attitudes, and students' interactions outside the classroom all had a more substantial impact on course performance. These results offer some guidance as to how instructors might help all students succeed in introductory physics courses.

Inquiry-Based Science Teaching under Construction: Possibilities of Articulations Between Conceptual, Epistemic and Social Domains Within Scientific Knowledge in the Classroom

In this paper, we analyse how a class discursively constructed articulations between the conceptual, epistemic and social domains of scientific knowledge. The first-grade class studied biological aspects of an insect. For data collection and analysis, we use Ethnography in Education as logic of inquiry. Our results indicate that the use of instructional resources, organised around questions, generated different ways of articulation between the three domains, evidenced in the participants’ oral speech. The emphasis on the [epistemic+social] pair has given a more investigative character to the instructional context under construction. We also discuss implications for pedagogical practice and research in science education.

INSTRUCTIONAL RESOURCES AVAILABILITY AND USE IN EARLY CHILDHOOD EDUCATION AND DEVELOPMENT CENTRES IN BUNGOMA COUNTY, KENYA

This paper reports finding of a study that sought to analyze the availability and use of instructional resources in Early Childhood and Development Education centers in Bungoma County, Kenya. Specifically, the teacher’s perception of the availability and use of instructional materials and its influence on learning was investigated. The research was based on Piaget’s theory of cognitive development 1964. The study adopted the descriptive survey design and involved use of purposive, stratified and simple random sampling techniques to select a sample size of 81 respondents from the target population of educational officers, head teachers and teachers of the selected ECDE centers. Data was collected using questionnaire, observation and interview schedules. Data was analyzed using descriptive statistics including frequencies and percentages. The findings of the study showed that there are challenges related to the availability and use of instructional materials. The study is envisaged to provide useful information for the education policy makers to ensure availability of instructional resources for the teachers. Article visualizations:

Teacher Preparedness in the Implementation of Early Childhood Development Education in Kericho County, Kenya

The purpose of this study was geared towards the analysis of the teacher’s preparedness and their attitudes towards the selection and use of the instructional resources in ECDE centers in Kericho County, Kenya. The research was based on the ideas and concepts of curriculum theorists; Gross et al. (1971), Tyler (1949), Fullan (1982) and Shiundu and Omulando (1992). A conceptual framework showing the relationship between the independent and dependent variables was also conceptualized. The study adopted a descriptive survey design and utilized a mixed methods methodology and was carried out in Kericho Municipality Zone, Kericho County. Simple random and stratified sampling techniques were used to select respondents who comprised of a target population of 84 head teachers and 180 pre-school teachers to get the sample size of 25 head teachers and 54 pre-school teachers from the selected ECDE centers. Data was collected using questionnaires, observation checklists and an interview schedule. The instruments for data collection were piloted in the neighboring Belgut Zone to validate the tools and determine their reliability. Data was analyzed using descriptive and inferential statistics, this included frequencies and percentages and the hypotheses were tested using Chi-Square test of association. Data was presented in the form of graphs, charts, and tables. The study provides useful information for the education policy makers to produce relevant learning resources and course books for the ECDE teachers. The Government of Kenya (GoK) can use the findings to consider funding the pre-school education and improve teacher preparedness and attitudes towards the use of instructional resources. Teachers can use the findings to improve on their preparedness and attitudes towards the selection and use of instructional resources. The major findings of the study showed that teachers were prepared, and had a positive attitude towards the selection and use of Instructional Resources. However, the status of the available materials in the centers were either inadequate, obsolete, dilapidated or unsuitable for use.

Basic knowledge needed to enhance teacher's efficiency for effective classroom management

This study focuses on teaching and learning effectiveness in a classroom setting. The article will look at a series of activities that take place in a classroom, and it will guide the classroom teacher. These activities should provide the teacher with the basic knowledge that will enhance the teacher's efficiency in a classroom setting. The knowledge will, therefore, lead to the achievement of set objectives, maintenance of focus and serve as a reference to the teacher, and the highlight of these activities will enhance content development, proper evaluation, adequate use of instructional resources, good time management, good lesson plan preparation and the use of eye contact. The study adopted the research design, which is a sample of administered. Questionnaires were answered using the mean while the two hypotheses were formulated using the t-test, and the result obtained revealed the effective classroom techniques to include among other things, i.e., constant engagement of student in activities, use of effective communication, stimulating classroom environment, regular use of questions during instruction, teacher's acting as models and monitoring. Furthermore, the effective classroom management is a powerful motivator for student learning and also recommend services and workings for teachers to get them acquitted with the effective classroom management techniques, in Abia State, Nigeria and even within African Countries to enhance efficiency. Keywords: teacher, Abia State, African,student

Using Brazilian youtubers videos as instructional resources in Portuguese as an Additional Language: problematization and projection for didactic material production

This paper aims at presenting and discussing some potentialities and projections of the use of instructional resources for teaching Portuguese as an Additional Language (PAL) with videos of Brazilian youtubers. These kind of videos are considered as authentic materials, which bring out, through samples of real-life language in use, opportunities to develop the linguistic-communicative competence in the teaching context of PAL. Besides, they facilitate the work with different dimensions of the Portuguese language and Brazilian culture. Based on the theories of critical literacy in language teaching (Duboc, 2012; Menezes de Souza, 2011; Monte-Mór, 2012; 2013), we aim at developing learner’s linguistic-communicative competence by making use of critical-reflexive practices. This contribution is part of an ongoing project to elaborate instructional materials for teaching PAL.

Determinants of Teachers’ Use of Instructional Resource in Teaching Pre-Primary School Science and Mathematics Activities In Machakos County, Kenya

The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which matched well with the determinants of pre-primary teachers’ use of instructional resource. The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County. Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused study giving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using content validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The findings of the study were as follows: teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts. Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the ministry of education should facilitate pre-primary school teachers to advance their studies through in-service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that instructional resources are made available for better pupil achievement in science and mathematics.
 This is an open-access article published and distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License of United States unless otherwise stated. Access, citation and distribution of this article is allowed with full recognition of the authors and the source.

EXAMINING THE TEACHERS USE OF INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING READING WITH THE GRADE THREE PUPILS IN NAIROBI COUNTY, KENYA

Reading skills are vital to lower primary school pupils because it is the foundation for learning. However, studies worldwide indicate low levels of reading skills in schools and little has been done to find out how different instructional strategies used in lower grade schools influence learners’ acquisition of reading skills. The purpose of this study was, therefore, to establish the use of instructional strategies and resources on acquisition of reading skills among Grade Three Pupils in Embakasi, Nairobi County, Kenya. The research was guided by Robert Gagne Instructional Theory. The study results imply that instructional resources being scarce, the acquisition of reading skills in the study county could not be possible. The study recommended that MoE should provide refresher courses to teachers on teaching methodologies that would improve reading skills among the Grade Three pupils. Article visualizations:

STUDENTS’ READING-RELATED FACTORS AS PREDICTORS OF ACHIEVEMENT IN ENGLISH READING COMPREHENSION IN LAGELU LOCAL GOVERNMENT AREA, OYO STATE, NIGERIA

Secondary school students are reportedly deficient in English language reading comprehension, and this partly accounts for the poor results recorded in English language at public examinations. Studies indicate that some students really have low interest in reading, just as a number of researchers have queried availability of reading materials for students’ poor achievement in reading comprehension. The argument is that availability and use of appropriate instructional resources will tend to facilitate effective learning in schools. Thus, the study examined students’ interest in reading and availability of reading materials as they relate to and predict students’ achievement in English reading comprehension in Lagelu Local Government Area (LGA) of Oyo State, Nigeria. Survey research design of the correlational type was adopted for the study, which was guided by four research questions. The study population comprised SSS II students in this LGA. Five secondary schools were randomly selected; and a simple random technique was used to select 40 students from each school, thus, a total of 200 participants in the study. Three properly validated instruments – English Reading Comprehension Achievement Test, Students’ Interest in Reading Scale, and Availability and Utilization of English Reading Materials’ Inventory – were used to gather data, which was analyzed using frequency count, percentage, Pearson product moment correlation and multiple regressions. Results show that the current level of students’ achievement in English reading comprehension is generally low. There is no significant relationship between students’ interest in reading and academic achievement (r=0.04, p>0.05). There is a statistically significant and positive relationship between reading materials and students’ achievement (r=0.14, p<0.05). A linear relationship exists among the variables in the study, R=0.14, R 2 =0.02 and Adj. R 2 =0.01. However, availability of reading materials [β=0.14, t(200)=1.93, p<0.05] is a potent and significant predictor of achievement in English reading comprehension. The study concludes that students’ interest in reading and availability of reading materials are significantly related to students’ achievement in English reading comprehension, though only reading materials could substantially predict students’ achievement in reading comprehension. Governments should increase reading materials in schools. There should be adequate and regular supervision of the use of instructional materials in all schools to enhance effective teaching and learning towards boosting students’ achievement. Teachers should always try their best to make use of available instructional materials, or improvise, to make lessons more interesting. Principals should provide teachers with enabling environment for the use of available instructional materials to make learning more meaningful. Article visualizations:

The Influence of the use of Instructional Resources in the Teaching of Mathematics on Students Performance in Mathematics in Public English Speaking Secondary Schools

The Influence of the use of Instructional Resources in the Teaching of Mathematics on Students Performance in Mathematics in Public English Speaking Secondary Schools

Availability and Use of Instructional Resources and Its Influence on Performance in Mathematics in Secondary Schools of Kakamega Central Sub County, Kenya

Availability and Use of Instructional Resources and Its Influence on Performance in Mathematics in Secondary Schools of Kakamega Central Sub County, Kenya