Article

1. 1
ASSESSMENT OF THE PROVISION AND UTILIZATION OF INSTRUCTIONAL
MATERIALS ON THE MANAGEMENT OF SECONDARY SCHOOLS IN KADUNA
STATE, NIGERIA.
BY
Dr. Musa Muhammad Ibrahim
Department of Educational Foundations and Curriculum
Faculty of Education
Ahmadu Bello University, Zaria
08034976985, 08037380406
E.mal.musaibraheemol@gmail.com.
&
Akaa Iortyer Silas
Department of Educational Foundations and Curriculum
Faculty of Education
Ahmadu Bello University, Zaria
08066250584, 09062140556
akaaiortyersilas@gmail.com.
ABSTRACT
This research study focused on the “Assessment of Provision and Utilization Instructional
materials on the Management of Secondary School in Kaduna State, Nigeria”. Two (2) research
objectives were set to guide the study, which include to assess the provision of instructional
materials on the management of secondary schools in Kaduna State; examine the utilization
of instructional materials on the management of secondary schools in Kaduna State. Two (2)
research questions and two (2) research hypotheses were formulated to guide the study, which
were in line with the stated objectives of the study. Descriptive survey research design was
used for the study. The population for the study was 8255 respondents which consisted of 407
principals, 7634 senior secondary school teachers, and 214 ministry of education supervisors
in Kaduna State. Simple random sampling technique was used to select 365 sample respondents
for the study which include 36 principals, 305 teachers and 24 ministry of education supervisors
in Kaduna State. Questionnaire was used to collect data for the study. The instrument was
validated by experts in the field of Educational Measurement and Evaluation and the reliability
index stood at 0.79 using Cronbach’s Alpha Formula. Descriptive statistics of frequency counts
were used to analyze the bio-data of the respondents, while mean was used to answer the
research question. Analysis of Variance (ANOVA) was used to test the hypotheses formulated
at the 0.05 level of significance. The findings of the study revealed that there was adequate
provision of instructional materials such as classrooms, chalkboard, laboratories, and
projectors for the management of secondary schools in Kaduna state. The findings also
revealed that instructional materials such as classrooms, chalkboard, laboratories, and
projectors were not adequately utilized for the management of secondary schools in Kaduna
state. The study recommended that Kaduna State Government should made available and
adequate of all instructional materials such as textbooks, charts, maps and pictures among
others for teaching and learning. Both staff and students need to be thoroughly sensitized
through seminars on the best approach to utilization of available instructional materials so as
to help the principals excel in school management of utilization practices.

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Introduction
Education is the bedrock for peace, progress and development of any nation of the
world. It serves as an important instrument for socio-economic development of any nation and
play a vital role in the socialization of people into the changing society. The educational system
can only do this if adequate school plants are provided, maintained and utilized for effective
teaching by teachers, which in turn produces improved learning by the students. Education is
a capital-intensive enterprise of which successful operation significantly depends on the
available funds, the quality of human and material resources and how effectively and efficiently
these are managed by the school administrators (Udosen, 2015).
Instructional materials can be viewed as instructional items (hardware and/or software)
which can help the teacher to teach effectively and help the learner to learn effectively. In order
words of Mohammed (2005) instructional materials are tools for instruction and channels of
communication. They refers to all things that can be seen, heard, read and manipulated to
enhance the teaching-learning process. The importance of instructional materials is to provide
the teacher with the means of expanding the horizon of experience of students, thereby seeking
to have a counterpart of first-hand experience.
To provide mean to make something available for use. Instructional materials are the
foundational aspect of the school. Provision is the act or process of supplying or making
something available for use towards the actualization of aims and objectives. It can be also
described provision as the action of providing or supplying materials for use. Our schools can
only be what we want them to be if only proper steps are taken in the provision and utilization
of all that will make teaching and learning effective. Learning cannot take place where facilities
or materials are not provided. It is important to note that students and indeed their teachers need
a conducive environment to be able to teach and learn adequately and effectively. Provision is
the degree or state or quality of supply of equipment, materials, facilities, amenities, and

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infrastructures, human and material resources, among others for use in a school environment.
It is the process of making available the instruments and facilities needed in a school for
effective and efficient performance of human and material resources which in turn enhances
teaching and learning process.
Our schools can only be what we want them to be if only proper steps are taken in the
provision of all that will make teaching and learning effective. Learning cannot take place
where facilities are not provided. Therefore the provision of facilities such as building,
equipment is of utmost importance. It is important to note that students and indeed their
teachers need a conducive environment to be able to teach and learn adequately and effectively.
The school facilities therefore, must meet the needs of the school community. They must also
be constructed with a design that makes for cross ventilation. Good modern sanitary facilities
must be provided. Classrooms must not be overcrowded and must be spacious enough for free
movement. The school farm is another important ground of the school; it is an integral part of
the school facilities. It is a part of the school compound which many people tend to ignore.
Other important facilities are standard and well-equipped library and laboratory, games
facilities, utility services, equipment and so forth. Our school can only be what we want them
to be only if proper steps are taken to plan the buildings, the grounds and in fact the general
layout of schools
Utilization is simply refers to the extent to which a particular materials or equipment is
used. According to Chike-Okoli (2007), instructional materials is efficiently used when the
available materials are used to capacity. The instructional materials are useful if their well
designed for the purpose of improving teaching and learning process in school. An essential
part of school facility is its instructional materials used for the functional operation of
educational programme (Onwurah, (2004). Good leadership, monitoring of both the plant and

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their users, applying sound utilization culture and other things are needed for school plant to
give maximum services.
Academic achievement by the students and other stakeholders depends on the degree
to which schools make effective utilization of the available resources. Adopting effective
school plant utilization practices by principals will help the realization of the desired
educational objectives. Some of these practices are: ensuring that instructional materials are
used to their full capacities while avoiding under-utilization or over-utilization, that equipment
and spaces are used only for the purposes which they were provided, supervision of
instructional materials and their users, informing staff of newly supplied facilities and giving
staff training on how to use equipment, among others. School plant provision and utilization is
riddled with problems in Nigeria and in Kaduna State. A principal is first and foremost a
professional teacher. Nigeria’s Teacher’s Manual (2006) describes a principal as the
administrative and academic head of a school. Akubue (2008) further contended that a principal
is a head teacher, school maker, adviser, public relations man, innovator, policy maker,
projectionist and a philosopher.
Students’ academic achievement can be appraised from different perspectives due to
the fundamental connection between instructional materials and students’ academic
performance. The National Policy on Education (NPE, 2014) stated that educational services
facilitate the implementation of educational policy, the attainment of policy goals and the
promotion of effectiveness of educational system. The ability to perform well in internal and
to a greater extent, external examinations is a determinant of the extent the goals of secondary
education are being realized.
Statement of the Problem
It appears that the instructional materials in the school setting go a long way to motivate
students to learn. School instructional materials in any school system range from the school

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plant that is the school buildings, classroom, library, laboratories, toilet facilities, learning
materials to other infrastructures that would likely motivate students towards learning.
Experience has shown that most of the school facilities that are germane to effective
learning/academic performance of students appear not to be sufficient in our public secondary
schools today. Those available seem not to be of standard quality, some seem to lack
maintenance culture, while some are in dilapidated conditions. The status of school facilities
especially in our public secondary schools today appears to be of great concern to educators. It
seems that the provisions of these school facilities have dwindled over the years, perhaps due
to increase in school enrolment rate which had led to population explosion in public schools.
It has been observed that school facilities are essential tools to facilitate and stimulate learning
programmes. Teachers need them in an ideal working environment. Experience shows that if
school facilities are available, students tend to have interest in learning; this will invariably
lead to high performance. A close observation of the performance of secondary school students
perhaps could be traced to lack of school facilities and a motivating learning environment. Most
schools seems to lack the necessary facilities that could enhance effective teaching and learning
as a result little is expected from students in terms of academic performance. Experience shows
that school facilities have some adverse effect on students’ interest to learn. Hence, this may
invariably affect their academic performance. In a situation where students are not having
access to normal facilities like library equipment and inadequate seats in the classroom it is
observed that these could contribute to low performance of students. Apart from protecting
students from sun, rain, heat and cold, there should be enough space, seats, laboratory and
internet facilities and a host of other physical facilities that could enhance the level of
motivation and academic performance of students. It was therefore, believed that where
facilities are adequately provided, there seems to be an increase in students’ performance.
School facilities refers to the school plant, that is, the school buildings, classrooms, library,

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laboratories, toilet facilities, offices and other materials and infrastructures that would likely
motivate students towards learning. School facilities are germane to effective learning and
academic performance of students. In support of this, Torupere (2016) identified facilities as
the main factor contributing to academic achievement in the school system.
The provision instructional facilities in our schools leaves much to be desired. Though
management of secondary schools continue to press their demand for instructional materials to
the government through the Education Boards, they are highly constrained because provision
of instructional facilities is centrally done by the government. Education system in Nigeria has
contributed in no small measure to support the nations' economy through the provision of
qualitative man power and acquisition of knowledge, skills and values. In achieving this, in the
21st century, it has been nightmares due to the poor state of school plant facility which are
poorly provided and maintained, out of use, aged and not conducive for teaching and learning
process. The researcher has observed that most instructional materials especially public schools
are poorly provided and maintained. These schools have become sorry sites. Specifically, upon
visits to schools, one would notice dilapidated buildings with leaking roofs, broken chairs and
desks, rough floors and windows without louvers and bushy compound. In some of the schools,
the buildings are dirty, no lightning while some have blown off roofs. The roads leading to the
sports field in some schools are weedy. It appears adequate management and utilization is not
provided on the available school facilities. School instructional materials are supposed to be
kept in good condition near their original state as much as possible by school administrators,
but from causal observation and complaints, it appears that school administrators are neglecting
the role of school instructional materials maintenance and utilization.
Public secondary schools in Nigeria are observed to be faced with combined challenges
of deteriorating school instructional materials, out-of-date design and capacity utilization
pressures. The effects of these deteriorating conditions and poor provision of school

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instructional facilities are threats to school management, curriculum delivery and students'
academic achievement. Many studies have revealed that students’ academic achievement lags
in shabby school buildings, poor or ill-equipped science laboratory and technical workshops,
inadequate and poorly maintained instructional facilities and overcrowding.
There are specific problems identified that could affect the management of secondary
schools in Kaduna State. First is inadequate of basic instructional materials in most schools
such as electricity, water supply, laboratory, class room and others. Effective and efficient
operation of any school is in doubt in the absence of school plant facilities provision and
utilization. This adversely creates discomfort to the teachers, students and operators of school
administrative system. Imam (2017) in support of this asserted that school plant facilities when
provided will aid teaching and learning programme and consequently improve management
achievement of the administrators. Indeed, the supply of instructional materials in any school
will help for the maximum use of such school plant and vice versa. Unequal allocation of school
plant facilities to schools coupled with inadequate funding of school plant facilities is the
second factor which has compounded the myriads of problems linked to this study. Kaduna
state is identified as one of the likely areas affected by some of the problems mentioned above.
This phenomenon is dangerous to the society and if not controlled, may lead to high rate of
half-baked students and drop outs in the nearest future. This informs the rationale for this study
to justify the observations and suggest ways forward.
Objectives of the Study
The following objectives were raised to guide the conduct of the study:
1. Assess the provision of instructional materials on the management of secondary
schools in Kaduna State; and

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2. Examine the utilization of instructional materials on the management of secondary
schools in Kaduna State.
Research Questions
The following questions were formulated to guide the conduct of the study.
1. What are the opinions of Principals, Teachers and School Supervisors in the provision
of instructional materials on the management of secondary schools in Kaduna State?
2. What are the opinions of Principals, Teachers and School Supervisors in the
utilization of instructional materials on the management of secondary schools in
Kaduna State?
Research Hypotheses
The following hypotheses were formulated to guide the conduct of the study:
1. There is no significance difference in the opinions of Principals, Teachers and School
Supervisors on the provision of instructional materials on the management of secondary
schools in Kaduna State
2. There is no significance difference in the opinions of Principals, Teachers and School
Supervisors on the utilization of instructional materials on the management of
secondary schools in Kaduna State.
Research Methodology
The descriptive survey research method was adopted for the study. This method is used
because of its power to describe the interrelationship among variables. Descriptive research is
used to obtain information concerning the current status of the phenomena to describe "what
exists" with respect to variables or conditions in a situation (Osuala, 2004). The methods
involved range from the survey which describes the status quo, the correlation study which

9. 9
investigates the relationship between variables, to developmental studies which seek to
determine changes over time.The population for the study was 8255 respondents which
consisted of 407 principals, 7634 senior secondary school teachers, and 214 ministry of
education supervisors in Kaduna State. Simple random sampling technique was used to select
365 sample respondents for the study which include 36 principals, 305 teachers and 24 ministry
of education supervisors in Kaduna State. Questionnaire was used to collect data for the study.
The instrument was validated by the research’s supervisor and an experts in the field of
Educational Measurement and Evaluation and the reliability index stood at 0.93 using
Cronbach’s Alpha Formula. Descriptive statistics of frequency counts were used to analyze the
bio-data of the respondents, while mean was used to answer the research questions. Analysis
of Variance (ANOVA) was used to test the hypotheses formulated at the 0.05 level of
significance.
Results and Discussion
Responses to the Research Questions
This section presents the analysis and discussion of data related to the research
questions raised. In other words, this section analyzed the responses of the respondents
using frequency tables, simple percentages and mean.
Research Question One
What are the opinions of Principals, Teachers and School Supervisors in the
provision of instructional materials on the management of secondary schools in Kaduna
State?
Table1 revealed the opinions of principals, teachers and school Supervisors on the
provision of instructional materials in secondary school in Kaduna State, Nigeria.

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Table1: Opinions of Respondents on the Assessment of Provision of Instructional
Materials on the Management of Secondary Schools in Kaduna State
S/N Item statement Categories of
Respondents
SA
F %
A
F %
U
F %
D
F %
SD
F %
M
1 There is adequate provision of
textbooks for teaching and
learning which enhances the
management of secondary
schools
Teachers
Principals
Supervisors
21 7.1
0 0
1 4.8
57 19.3
8 25.8
1 1.8
7 2.4
2 6.5
0 0
114 38.5
14 45.2
14 66.7
97 32.8
7 22.6
5 23.8
2.23
2. There is adequate provision of
charts for teaching and
learning which enhances the
management of secondary
schools
Teachers
Principals
Supervisors
17 5.7
2 6.5
1 4.8
74 25.0
7 22.6
5 23.8
59 19.9
8 25.8
3 14.3
101 34.1
10 32.3
9 42.9
45 15.2
4 12.9
3 12.9
2.72
3 There is adequate provision of
models for teaching and
learning which enhances the
management of secondary
schools
Teachers
Principals
Supervisors
18 6.1
1 3.2
1 4.8
78 26.4
6 19.4
4 19.0
64 21.6
5 16.1
6 28.6
81 27.4
11 35.5
8 38.1
55 18.6
8 25.8
2 9.5
2.7
4 There is adequate provision of
maps for teaching and
learning which enhances the
management of secondary
schools
Teachers
Principals
Supervisors
15 5.1
0 0
1 4.8
58 19.6
4 12.9
6 28.6
34 11.5
4 12.9
3 14.3
123 41.6
18 58.1
10 47.6
66 22.3
5 16.1
1 4.8
2.44
5 There is adequate provision of
flannel boards for teaching
and learning which enhances
the management of secondary
schools
Teachers
Principals
Supervisors
10 34.5
11 35.5
10 47.6
49 16.6
4 12.9
6 28.6
19 6.4
1 3.2
0 0
72 24.3
11 35.5
5 23.8
54 18.2
4 12.9
0 0
3.29
6 There is adequate provision of
diagrams for teaching and
learning which enhances the
management of secondary
schools
Teachers
Principals
Supervisors
61 20.6
3 9.7
4 19.0
72 24.3
6 19.4
9 42.9
12 4.1
1 3.2
1 4.8
106 35.8
15 48.4
2 9.5
45 15.2
6 19.4
5 23.8
2.97
7 There is adequate provision of
computers for teaching and
learning which enhances the
management of secondary
schools
Teachers
Principals
Supervisors
17 5.7
2 6.5
2 9.5
30 10.1
3 9.7
2 9.5
10 3.4
2 6.5
2 9.5
161 54.4
17 54.8
12 57.1
78 26.4
7 22.6
3 14.3
2.17
8 There is adequate provision of
projectors for teaching and
learning which enhances the
management of secondary
schools
Teachers
Principals
Supervisors
24 8.1
2 6.5
0 0
39 13.2
5 16.1
0 0
21 7.1
2 6.5
1 4.8
116 39.2
13 41.9
16 76.2
96 32.4
9 29.0
4 19.0
2.23
9 There is adequate provision of
cardboard papers for teaching
and learning which enhances
the management of secondary
schools
Teachers
Principals
Supervisors
69 23.3
8 25.8
2 9.5
84 28.4
9 29.0
5 23.8
42 14.2
4 12.9
5 23.8
76 25.7
8 25.8
8 38.1
25 8.4
2 6.5
1 4.8
3.31
10 There is adequate provision of
varieties of cards for teaching
and learning which enhances
the management of secondary
schools
Teachers
Principals
Supervisors
33 11.1
2 6.5
4 19.0
64 21.6
8 25.8
2 9.5
19 6.4
2 6.5
2 9.5
81 27.4
10 32.3
9 42.9
99 33.4
9 29.0
4 19.0
2.51

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Table 1, shows the opinions of respondents of the assessment of provision of
instructional materials on the management of secondary schools in Kaduna State. Item one
sought the opinions of respondents on whether there is adequate provision of textbooks for
teaching and learning which enhances the management of the secondary schools. The result
shows that there is adequate provision of textbooks with percentage of 61.89% for teaching
and learning which enhances the management of secondary schools in Kaduna State. On item
two assessed the opinions of respondents on whether there is adequate provision of charts for
teaching and learning which improved the management of secondary schools. The respondents
strongly disagree that there is no adequate provision of charts with percentage of 80.3% for
teaching and learning which enhance the management of secondary schools. Item three, the
respondents disagree that there is no adequate provision models for the teaching and learning
which enhances the management of secondary schools.
Item four investigated the opinions on whether there is adequate provision of maps for
teaching and learning which promote the management of secondary schools. The result shows
that there is no adequate provision of maps with percentage represents 41.6%, 58.1% and
47.6% respectively for teaching and learning which promotes the management of secondary
schools. Item five, six and seven which sought the opinions of whether there is adequate
provision of flannel, diagrams and computers for teaching and learning which improves the
management of secondary schools. The results agree that there are adequate provision of
flannel, diagrams and computers for the teaching and learning which improves management of
secondary schools.
Item eight investigated the opinions of respondents on whether there is adequate provision
of projectors for teaching and learning which promote the management of secondary schools.
The result shows that there is no adequate provision of projectors as can been seen in percentage
39.2%,41.9% and 76.2% respectively for the teaching and learning which improves the
management of secondary schools. Item nine and ten investigated the opinions on whether
there is adequate provision of cardboard paper and varieties of cards for the teaching and
learning which enhances the management of secondary schools. The results shows that there
is adequate provision of cardboard papers and varieties of cards for teaching and learning which
improves the management of secondary schools.
Research Question Two
What are the opinions of Principals, Teachers and School Supervisors in the utilization
of instructional materials on the management of secondary schools in Kaduna State?

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Table 2: Opinions of Respondents on the Assessment of Utilization Instructional
Materials on the Management of Secondary Schools in Kaduna State
S/N Item statement Categories of
Respondents
SA
F %
A
F %
U
F %
SD
F %
M
1 There is adequate utilization of
textbooks for teaching and learning
which enhances the management of
secondary schools
Teachers
Principals
Supervisors
27 9.1
2 6.5
2 9.5
83 28.0
10 32.3
8 38.1
39 13.2
5 16.1
2 9.5
32 10.8
2 6.5
5 23.8
2.87
2. There is adequate utilization of charts
for teaching and learning which
enhances the management of
secondary schools
Teachers
Principals
Supervisor
25 8.4
3 8.7
1 4.8
86 29.1
9 29.0
6 28.6
73 24.7
6 19.4
5 23.8
24 8.1
2 6.5
1 4.8
2.99
3 There is adequate utilization of
models for teaching and learning
which enhances the management of
secondary schools
Teachers
Principals
Supervisors
18 6.1
2 6.5
1 4.8
80 27.0
6 19.4
8 38.1
59 19.9
5 16.1
3 14.3
47 15.9
3 9.7
1 4.8
2.77
4 There is adequate utilization of maps
for teaching and learning which
enhances the management of
secondary schools
Teachers
Principals
Supervisors
69 23.3
7 22.6
5 23.8
63 21.3
5 16.1
9 42.9
19 6.4
3 9.7
1 4.8
54 18.2
7 22.6
1 4.8
3.03
5 There is adequate utilization of flannel
boards for teaching and learning
which enhances the management of
secondary schools
Teachers
Principals
Supervisors
101 34.1
8 25.8
3 14.3
83 28.0
9 29.0
9 29.0
21 7.1
3 9.7
0 0
36 12.2
4 12.9
7 33.3
3.48
6 There is adequate utilization of
diagrams for teaching and learning
which enhances the management of
secondary schools
Teachers
Principals
Supervisors
92 31.1
5 16.1
3 14.3
114 38.5
11 35.5
6 28.6
18 6.1
2 6.5
3 14.3
21 7.1
3 9.7
7 33.3
3.59
7 There is adequate utilization of
computers for teaching and learning
which enhances the management of
secondary schools
Teachers
Principals
Supervisors
27 9.1
4 12.9
0 0
45 15.2
4 12.9
3 14.3
8 2.7
2 6.5
0 0
76 25.7
6 19.4
4 19.0
2.35
8 There is adequate utilization of
projectors for teaching and learning
which enhances the management of
secondary schools
Teachers
Principals
Supervisors
10 3.4
2 6.5
0 0
27 9.1
6 19.4
3 14.3
20 6.8
1 3.2
0 0
88 29.7
9 29.0
2 9.5
2.09
9 There is adequate utilization of
cardboard papers for teaching and
learning which enhances the
management of secondary schools
Teachers
Principals
Supervisors
52 17.6
5 16.1
3 14.3
97 32.8
11 35.5
5 23.8
58 19.6
7 22.6
4 19.0
25 8.4
1 3.2
2 9.5
3.28
10 There is adequate utilization of
varieties of cards for teaching and
learning which enhances the
management of secondary schools
Teachers
Principals
Supervisors
34 11.5
3 9.7
5 23.8
47 15.9
5 16.1
5 23.8
28 9.5
3 9.7
3 14.3
79 26.7
7 22.6
5 23.8
2.53

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Table 2 shows the opinions of respondents on the assessment of utilization of
instructional materials on the management of secondary schools in Kaduna State. Item one
sought the opinions of respondents on whether there is adequate utilization of textbooks for
teaching and learning which enhances the management of the secondary schools. The result
shows that there is adequate utilization of textbooks from the percentage of 28.0%, 32.3% and
38.3 representing principals, teachers and school supervisors for teaching and learning which
enhances the management of secondary schools in Kaduna State. On item two assessed the
opinions of respondents on whether there is adequate utilization of charts for teaching and
learning which improved the management of secondary schools. The respondents strongly
disagree that there no adequate utilization of charts for teaching and learning which enhance
the management of secondary schools as can be seen in percentage of 29.7%, 35.5% and 38.1%.
Item three, the respondents disagree that there is no adequate utilization models with the
percentage of 31.1%, 48.2% and 38.1% for the teaching and learning which enhances the
management of secondary schools.
Item four investigated the opinions on whether there is adequate utilization of maps for
teaching and learning which promote the management of secondary schools. The result shows
that there is no adequate utilization of maps for teaching and learning which promotes the
management of secondary schools with the mean scores of 3.03. Item five and six which sought
the opinions of whether there is adequate utilization of flannel and diagrams for teaching and
learning which improves the management of secondary schools. The results agree that there
are adequate utilization of flannel and diagrams for the teaching and learning which improves
management of secondary schools.
Item seven and eight investigated the opinions of respondents on whether there is no
adequate utilization of computers and projectors for teaching and learning which promote the
management of secondary schools.. The result shows that there is no adequate utilization of
computers and projectors for the teaching and learning which improves the management of
secondary schools with the mean scores of 3.48 and 3.59 respectively. Item nine and ten
investigated the opinions on whether there is adequate utilization of cardboard paper and
varieties of cards for the teaching and learning which enhances the management of secondary

14. 14
schools. The results shows that there is no adequate utilization of cardboard papers and varieties
of cards for teaching and learning which improves the management of secondary schools with
the mean scores of 2.09 and 3.28.
Hypotheses Testing
This section presents the summary of the hypotheses testing in line with the raised
objectives and formulated null hypotheses of the study. The two null hypotheses were tested
by the use of parametric statistics of One- Way Analysis of Variance (ANOVA) at 0.05 percent
level of significance. By this, when the probability value was lower than 0.05level of
significance set for the study, the hypothesis was rejected, but when the probability value was
higher than the level of significance, the hypothesis is retained.
Hypothesis One
There is no significance difference in the opinions of Principals, Teachers and School
Supervisors on the provision of instructional materials on the management of secondary
schools in Kaduna State.
Table 4 revealed the opinions of principals, teachers and school Supervisors on the utilization
of instructional materials in secondary school in Kaduna State, Nigeria.
Table 3: Provision of Instructional Facilities in Secondary Schools in Kaduna State
Groups Sum of
Squares
df Mean
Square
F- r P-Value. Decision
Between Groups 0.806 2 0.403
1.071
0.344 retained
Within
Groups
129.794 345 0.376
Total 130.600 347
Table 3 revealed that the calculated Sig. (p) value of 0.344 is greater than 0.05 level of
significant set for the study, while the calculated f-value of 1.071 is less than the 3.03 f- critical

15. 15
value. Hence, the null hypotheses is hereby retained. Therefore, there is no significant
difference in the opinions of the respondents in the provision of instructional materials on the
management of secondary schools in Kaduna State.
Hypothesis Two
There is no significance difference in the opinions of Principals, Teachers and School
Supervisors on the utilization of instructional materials on the management of secondary
schools in Kaduna State.
Table 4 revealed the opinions of principals, teachers and school Supervisors on the utilization
of instructional materials in secondary school in Kaduna State, Nigeria.
Table 4: Utilization of Instructional Facilities in Secondary Schools in Kaduna State
Groups Sum of
Squares
df Mean
Square
F-r P-Value Decision
Between Groups 1.035 2 0.517
2.074 0.127 retained
Within
Groups
86.061 345 0.249
Total 87.096 347
Table 2 revealed that the calculated Sig. (p) value of 0.127 is greater than 0.05 level of
significant set for the study, while the calculated f-value of 2.074 is less than the 3.03 f- critical
value. Hence, the null hypotheses is hereby retained. Therefore, there is no significant
difference in the opinions of the respondents in the utilization of instructional materials on the
management of secondary schools in Kaduna State.
Summary of Major Findings
The following were major findings of the study.
1. There was inadequate provision of instructional materials such as textbooks, charts,
models and maps for the management of secondary schools in Kaduna State.

16. 16
2. Instructional materials such as textbooks, charts, models and computers were not
adequately utilized for the management of secondary schools in Kaduna State.
Discussion of Findings
Based on the opinions of the respondents, the findings of the study revealed that there
was inadequate provision of instructional materials such projectors, computers, specimens and
models for the management of secondary school Kaduna State. This finding is in line with the
finding of the research conducted by Nandagoyang (2016) who carried out a research on the
“Assessment of the Provision and Management of School Plant in Secondary Schools in Yola
Metropolis, Adamawa State, Nigeria” and he discovered that instructional materials were
adequately provided in secondary schools. However, contrary to this finding, Udosen (2015)
on the “Perception of Stakeholders on the Provision and Maintenance of School Plant in
Secondary Schools in Kaduna Metropolis“ revealed that instructional materials were
adequately provided in secondary schools. Although Ajayi (2010) conducted a research on the
“Evaluation of School Plant Planning and Student’s Learning Outcomes in South-West
Nigeria” and his study revealed that effective school plant planning particularly instructional
space planning and adequate provision of instructional facilities improve achievement of
student’s performances. The study revealed that instructional materials such as projectors,
computers, models and specimens were not adequately provided for the management of
secondary school education in Kaduna State. This is line with Lawwanson and Gede (2011)
opined that it is of utmost importance that the provision of instructional materials will duly
contribute to the successful achievement of school objectives. These instructional facilities
must be made adequate for it to impact on the students ‘achievement. In view of Emakuma
(2013) who says that school facilities become important because of the extent that it helps in
improving teaching-learning effectiveness.

17. 17
The study revealed that instructional materials such as textbooks, charts, models and
computers were not adequately utilized for the management of the secondary schools in
Kaduna State. This finding is in line with the finding of the research conducted by Adamu
(2016) who carried out a research on the “Stakeholders Perception on the Influence of School
Plant on the Student Performance in Secondary Schools in Kaduna State, Nigeria” and he
discovered that adequate utilization instructional materials enhances the performance of
students in secondary schools.
Conclusion
From the findings of this study, the conclusion is that secondary schools in Kaduna
State have positive school plant which include forming committees, ensuring good use of
school plants, making staff aware of available plants, making staff sign to use equipments and
facilities, and others. They are, however, highly constrained by lack of funds to plan and
procure necessary school plant for their schools or organize training for proper utilization of
existing and newly acquired school plants.
Recommendations
Based on the conclusion and implications of the findings, the following
recommendations are made:
1. There is need for the provision and utilization of instructional materials such as projectors,
computers, specimens and model for the proper management of secondary schools in Kaduna
state.
2. Stakeholders in education need to assist in the provision and utilization of instructional
materials such as textbooks, charts and models for the effective management of secondary
schools in Kaduna State and Nigeria at large.

18. 18
3. There is need for better funding of education by all level of government to enable
provision and utilization of available instructional materials needed in secondary schools in
Kaduna State.

19. 19
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Aayi, I.A. & Yusuf, M.A (2010). School Plant Planning and Students Learning Outcome in
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