ACCESSIBILITY OF INSTRUCTIONAL MATERIALS IN TEACHING AND LEARNING ENGLISH LANGUAGE IN SENIOR SECONDARY SCHOOLS IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE

ABSTRACT

The assessibility of instructional materials plays a crucial role in the effective teaching and learning of English language in senior secondary schools. This study examines the availability, utilization, and impact of instructional materials on students' academic performance and teachers' instructional effectiveness. It explores the extent to which these materials are provided, the challenges limiting their accessibility, and strategies for improvement. A descriptive research design was adopted, utilizing both qualitative and quantitative analysis to provide a comprehensive understanding of the subject. The study employed a questionnaire as the primary data collection instrument, targeting senior secondary school teachers and students. A random sampling technique was used to ensure a diverse representation of respondents. Statistical tools were used to analyze quantitative responses, while thematic analysis was applied to qualitative data to identify key trends and insights regarding instructional material accessibility and usage. The findings reveal that while some instructional materials, such as textbooks, audio-visual aids, and digital resources, are available in certain schools, their assessibility remains a challenge. The study recommends increased government investment in instructional materials, specialised teacher training, and the promotion of digital learning resources. Policies should ensure the equitable distribution of instructional materials across all schools, particularly in disadvantaged areas. Collaboration between the government, private sector, and non-governmental organizations is also suggested to improve resource accessibility.