INSTRUCTIONAL MATERIALS UTLIZATION AND ITS CONTRIBUTION TO STUDENTS’ ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOLS PHYSICS IN HADIYA ZONE, SNNPR, ETHIOPIA

Abstract

This study was designed to investigate the utilization of instructional materials (IMs) and its contribution to students’ academic achievement in secondary schools’ physics of Hadiya zone, SNNPR, Ethiopia). The study employed descriptive survey research design. Both quantitative and qualitative research methods were used. The population of the study were 24 physics teachers, 8 principals, 4 supervisors and 535 students from selected schools. 8 Woredas 8 schools and 229 students were selected by stratified random sampling technique. Data for the study were collected through questionnaire, interview and document analysis. Questionnaires were prepared and administered to 229 students and 24 teachers. The sample size was determined by using Yamane Taro’s formula. The 4 supervisors and 8 school principals were interviewed using census. The quantitative data were analyzed using frequency, percentage, mean and standard deviation. The qualitative data were analyzed by using word narration. Finally, the findings of this study revealed that there are low practices in the utilization of instructional materials which were not usually implemented as major roles of instructional activities for students’ academic achievement; and also, all the respondents agreed that utilization of IMs have a great contribution to students’ physics academic achievement. Furthermore, absence of clear direction (17%), teachers work load (25%), lack of training (29%), low motivation of teachers (30%), and low interest of teachers and students (36%) on utilization of IMs as measured by the stepwise multiple Regression analysis coefficient (R2). Therefore, it was recommended that Woreda, Zone Education Offices and the Regional Education Bureau to build the IM’s utilization capacities of the school leaders and teachers by providing necessary training and professional support. School leaders and teachers should also be committed to give more attention and instructional support.