Effect of Use of Instructional Materials on Biology Student Cognitive Achievement in Biology in Lagos State Nigeria

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Vol 3 No 2 (2025): International Journal of Education, Management, and Technology
Page Numbers: 457-472
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Published: Apr 24, 2025
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Authors:
Moses Sunday Afariogun1*, Victor O. Akintoye2
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Moses Sunday Afariogun
National Open University of Nigeria, Lagos, Nigeria
Victor O. Akintoye
Ajayi Crowther University, Oyo, Nigeria

Abstract

This study examines the impact of instructional materials on Biology students’ cognitive achievement in Lagos State, Nigeria, using a quasi-experimental design with 140 SS1 students from public secondary schools. Results revealed that students taught with instructional materials (mean post-test score = 24.76) significantly outperformed those taught conventionally (mean = 18.51), with notable pre-test to post-test gains (11.19 vs. 10.54). Gender analysis showed no significant difference in achievement, underscoring universal efficacy. The findings affirm that instructional materials enhance engagement, comprehension, and retention, advocating their prioritized integration in science education to address resource gaps and improve academic outcomes. Stakeholders are urged to invest in teacher training and material provision to bolster Biology education in Nigerian schools.

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How to Cite
Afariogun, M. S., & Akintoye, V. O. (2025). Effect of Use of Instructional Materials on Biology Student Cognitive Achievement in Biology in Lagos State Nigeria. International Journal of Education, Management, and Technology, 3(2), 457-472. https://doi.org/10.58578/ijemt.v3i2.5471

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Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

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