Effective Utilization of Instructional Materials in the Teaching and Learning of English Language in Upper Basic Schools in Zamfara State, Nigeria

This article is published in AL-QALAM Journal of Languages and Literary Studies, Vol. 1, Issue 1, December 2025 (A Publication of the Department of English and Literature, Federal University Gusau, Zamfara State, Nigeria)

EFFECTIVE UTILIZATION OF INSTRUCTIONAL MATERIALS IN THE TEACHING AND LEARNING OF ENGLISH LANGUAGE IN UPPER BASIC SCHOOLS IN ZAMFARA STATE, NIGERIA

By

Hassan Abdulganiyu Hassan

Muhammad Kamaludden College, Ilorin, Kwara State, Nigeria

&

Nuhu Lawan

Department of English and Literature, Federal University Gusau, Zamfara State, Nigeria

Corresponding Author’s email and Phone No: hassanabdulganiyu2017@gmail.com, +2347068669725

Abstract

This study examines the effective utilization of instructional materials in the teaching and learning of English Language in Upper Basic Schools in Zamfara State, Nigeria. As the official language and primary medium of instruction in Nigerian schools, proficiency in English is essential for students' academic success and future opportunities. Yet, challenges such as poor infrastructure, lack of teacher training, and limited access to instructional materials hinder effective language instruction in many northern states. The research employed a descriptive survey design and gathered both qualitative and quantitative data from English language teachers and students in selected schools across Zamfara. Findings indicate that although a variety of instructional materials are available—such as flashcards, textbooks, posters, audio-visual aids, and digital tools—their utilization remains suboptimal due to logistical and pedagogical constraints. The study reveals that effective use of instructional materials enhances student engagement, comprehension, and retention, and plays a key role in improving academic performance. Recommendations include improved funding, teacher professional development, community engagement, and the integration of modern instructional technologies. This research contributes to educational development by highlighting the critical role of instructional materials in fostering equitable, effective, and inclusive learning in linguistically diverse environments.

Keywords: Instructional materials, Teaching and Learning, English Language, upper basic schools

Introduction

The English language serves as the linguistic bridge across Nigeria’s over 500 ethnic groups and functions not only as the official language but also as the dominant language of education, commerce, law, and governance. In Nigerian schools, English is taught as both a subject and a medium of instruction from the upper basic level onward. Mastery of the English language at this foundational stage is vital to academic progression, access to opportunities, and national integration. However, despite the central role of English in Nigeria’s education system, students’ performance in the subject—especially in public schools across northern states such as Zamfara remains persistently low. Among the major causes of this decline is the poor or ineffective utilization of instructional materials by teachers during English language instruction. Instructional materials refer to the tools and resources used to facilitate teaching and learning processes. They include traditional aids like chalkboards and textbooks as well as modern technologies such as multimedia presentations, audio-visual recordings, and interactive e-learning platforms. In English language education, instructional materials help to clarify abstract linguistic concepts, provide contextual examples, and stimulate student interest. When appropriately selected and effectively deployed, these materials can bridge the gap between theory and practice, making learning more concrete, relatable, and memorable for students.

The context of this study—Zamfara State—presents unique challenges and opportunities in the field of language education. As one of the northern states grappling with insecurity, poverty, and under-resourced schools, Zamfara has witnessed a decline in education quality over the years. Many classrooms are overcrowded, ill-equipped, and understaffed, making the teaching of a second language like English particularly difficult. While educational stakeholders acknowledge the importance of instructional materials, practical constraints such as lack of funding, poor policy implementation, and limited teacher training continue to hinder their effective use. This study investigates the extent to which instructional materials are available and used in English language teaching in upper basic schools in Zamfara. It also explores the impact of such materials on students’ learning outcomes and identifies the barriers faced by teachers in accessing and applying these resources effectively. By providing empirical data and actionable insights, the study aims to inform educational policy and practice, ultimately contributing to improved language proficiency and educational outcomes for students in northern Nigeria.

The study on the effective utilization of instructional materials in the teaching and learning of English language in Upper Basic Schools in Zamfara State is highly significant for several key reasons. It addresses a critical gap in both the policy and practice of education in Nigeria, especially in underserved and linguistically diverse contexts such as Zamfara. By focusing on instructional materials, the study contributes to broader discussions about how to enhance teaching effectiveness, promote learner-centered education, and ensure equitable access to quality learning experiences.

Aim and Objectives

The primary aim of this study is to examine the effective utilization of instructional materials in the teaching and learning of English Language in Upper Basic Schools in Zamfara State, Nigeria.

Specific Objectives

1. Identify the types of instructional materials available for teaching English language in Upper Basic Schools in Zamfara State.
2. Assess the extent to which instructional materials are utilized in the teaching of English language.
3. Evaluate the impact of instructional materials on students' academic performance in English language.
4. Examine the challenges that hinder the effective utilization of instructional materials in the selected schools.

Literature Review

Conceptual Framework of Instructional Materials

Instructional materials are defined as the physical and digital tools that assist teachers in conveying content effectively and improving student understanding. According to Akinyemi (2010), instructional materials are essential resources used to support learning and achieve educational objectives. They may include textbooks, posters, diagrams, charts, audio recordings, digital software, and manipulatives such as realia or models.

Instructional materials enhance teaching effectiveness by promoting engagement, simplifying complex content, and enabling learners to relate classroom instruction to real-world experiences. As noted by Esu and Inyang-Abia (2004), instructional materials help create a conducive and active learning environment by appealing to multiple senses. Learners are more likely to retain information when visual, auditory, and kinesthetic modalities are engaged simultaneously.

In the context of language learning, instructional materials become even more critical. English, a second language in Nigeria, often poses cognitive and linguistic challenges for many learners. Instructional aids help demystify grammar, vocabulary, pronunciation, and literary appreciation by providing concrete references that bridge the gap between theoretical input and learner interpretation.

 Types of Instructional Materials

Instructional materials are classified into four broad types:

1. Visual Materials: These include chalkboards, maps, charts, posters, diagrams, and realia. They cater to learners who process information best through sight.
2. Audio Materials: Examples are recordings, podcasts, radio lessons, and language drills. These materials support auditory learners and help with pronunciation and listening comprehension.
3. Audio-Visual Materials: These combine sound and visuals, such as television programs, YouTube educational videos, films, and interactive simulations. They are particularly effective for reinforcing spoken and written English.
4. Digital and Interactive Media: These include educational apps, computer-assisted instruction, e-books, virtual labs, and platforms like Duolingo or Google Classroom. Their interactivity and adaptability make them highly effective in modern education.

Benefits of Instructional Materials in English Language Teaching

Instructional materials improve English language instruction in several ways:

1. Improved Comprehension: Difficult grammar rules and abstract vocabulary are better understood through diagrams, real-life scenarios, or dramatized situations.
2. Language Retention: Audio-visual repetition reinforces vocabulary, pronunciation, and syntax.
3. Increased Motivation: Visually and interactively engaging materials break monotony and stimulate learner interest.
4. Catering to Multiple Learning Styles: Materials support visual, auditory, and kinesthetic learners, making teaching more inclusive.
5. Promotion of Independent Learning: With digital tools, students can learn at their own pace both in and outside the classroom.

Challenges in Utilizing Instructional Materials

Despite the clear benefits, multiple challenges hinder the effective use of instructional materials in Nigerian schools:

1. Lack of Resources: Many public schools in rural areas, such as those in Zamfara State, lack adequate funding to purchase updated materials.
2. Poor Infrastructure: Inadequate electricity and internet access limit the use of digital resources.
3. Teacher Training Deficiencies: Many teachers are either unaware of available resources or lack the skills to use them effectively.
4. Curricular Constraints: Overloaded syllabi and pressure to complete academic calendars often reduce the time available for resource-based learning.
5. Cultural and Linguistic Barriers: Some instructional materials may be contextually irrelevant, making them ineffective for learners in local communities.

Theoretical Framework

Several learning theories underpin the use of instructional materials in education. Three notable ones include:

A. Jean Piaget’s Constructivist Theory, Piaget’s theory of cognitive development posits that learners actively construct knowledge through experiences and interactions with their environment. Instructional materials serve as tools that facilitate this process. They allow learners to manipulate, explore, and experiment with content in a hands-on manner that supports concrete operational thinking, especially at the Upper Basic level (ages 11–14).

B. Bruner’s Discovery Learning Theory, Bruner emphasized the importance of active engagement in learning through discovery. Instructional materials encourage students to discover meanings, infer rules, and apply knowledge. His “spiral curriculum” model supports the repeated use of materials in increasing complexity, allowing learners to revisit and reinforce concepts over time.

C. Vygotsky’s Sociocultural Theory, Vygotsky argued that learning is mediated through cultural tools and social interaction. Instructional materials, such as language charts, storytelling tools, or collaborative learning software, become cultural artifacts that mediate understanding. His concept of the “Zone of Proximal Development” (ZPD) shows that with the right materials and guidance, students can achieve beyond their independent capacities.

Empirical Review of Related Studies

A.    Maryam M. B. et al. (2024), in their study in Gombe State, they found that most schools lacked sufficient instructional materials and that many teachers relied solely on textbooks. The study emphasized the importance of localized material development and the training of teachers on modern teaching aids.

B.     Adesegun O. O. et al. (2023), their research in Ilorin noted that while print materials were widely used, the integration of digital and audio-visual materials was minimal. Teachers attributed this to lack of training and absence of digital infrastructure.

C.     Stanley O. & Better O. (2023) This research in Rivers State revealed that most teachers used visual aids like charts and flashcards but rarely incorporated student-created materials or ICT tools due to lack of support.

D.    Mahalingappa et al. (2018) This study in the U.S. emphasized that culturally responsive materials led to improved English proficiency among ESL learners and that student engagement increased when instructional materials aligned with students' lived experiences.

E.     Grapin et al. (2023) their findings revealed that visual scaffolding and graphic organizers significantly aided English learners in understanding content across subjects, especially where English is a second or third language.

Methodology

This study adopted a descriptive survey design, which is appropriate for investigating current practices, opinions, and challenges associated with instructional material usage in natural educational settings. The descriptive survey design allows for both quantitative and qualitative data to be collected, analyzed, and interpreted in a non-experimental manner, providing a holistic picture of the status of instructional materials in English language teaching in Zamfara State.

The target population consisted of English language teachers and students in Upper Basic Schools (Junior Secondary Schools 1–3) within Gusau Local Government Area, the administrative capital of Zamfara State. This population was selected because it reflects a typical mix of urban and semi-urban school environments, and the schools face the common infrastructural and pedagogical challenges typical of many public institutions in northern Nigeria. A purposive sampling technique was employed to select three government-owned Upper Basic Schools within Gusau LGA. These schools were chosen based on accessibility, cooperation of school authorities, and the presence of a sufficient number of English language teachers and learners. A total of 120 participants were involved in the study:

30 English language teachers (10 from each school)

90 Junior Secondary School students (30 from each school, randomly selected)

The sampling ensured gender balance and considered students from different socio-economic backgrounds to reflect a representative demographic profile. Two main instruments were used for data collection:

1. Questionnaire: A structured questionnaire was developed for both teachers and students. It contained closed- and open-ended items aimed at eliciting information about the types of instructional materials available, frequency of use, perceived effectiveness, and challenges encountered.
2. Interview Schedule: Semi-structured interviews were conducted with selected teachers and head-teachers to gather in-depth perspectives on institutional support, training availability, policy implementation, and innovative practices related to instructional material utilization.

The instruments were validated by two educational measurement experts at the Department of Educational foundation, Federal College of University, Gusau. The data collection process lasted three weeks. Questionnaires were distributed during English language periods with the cooperation of teachers. Interviews were scheduled at convenient times, usually after class hours. Data collection adhered to ethical standards including informed consent, confidentiality, and the voluntary participation of respondents.

Data analysis was conducted in two phases:

1. Quantitative data (from the questionnaires) were analyzed using descriptive statistics, including frequency counts, percentages, and means. This provided a clear picture of the general trends and patterns in the use of instructional materials.

2 Qualitative data (from the interviews and open-ended responses) were analyzed using thematic analysis. Responses were grouped into themes such as material availability, teacher competence, usage frequency, and perceived impact on students.

All analyses were interpreted within the context of the research questions and objectives to ensure alignment and relevance.

Data Analysis

1. Availability of Instructional Materials

Analysis showed that all three schools had access to basic instructional materials, including chalkboards, textbooks, flashcards, and visual charts. However, only two schools had access to audio-visual equipment, and none had functional internet or digital learning tools. Table 1 below summarizes the frequency of instructional material availability:

Material Type	Available (%)	Not Available (%)
Textbooks	100%	0%
Flashcards/Charts	80%	20%
Audio Recordings	40%	60%
Digital Materials (Apps)	10%	90%
Projectors/TV/DVD	20%	80%

The results show a reliance on traditional materials, with limited integration of digital technologies in English language instruction.

2. Utilization of Instructional Materials

While the availability of basic materials was somewhat satisfactory, utilization rates were inconsistent. Only 35% of teachers reported frequent use of visual aids, while 65% admitted to rarely or never using audio or audio-visual materials. Interviews revealed that many teachers defaulted to chalk-and-talk methods due to time constraints, insufficient training, or pressure to complete syllabi quickly.

Usage Frequency of Instructional Aids	Percentage (%)
Frequently	35%
Occasionally	40%
Rarely	15%
Never	10%

 

3. Impact on Student Learning Outcomes

Over 70% of students reported that they understood lessons better when instructional materials were used. They highlighted charts, flashcards, and dramatized storytelling as the most helpful tools. In schools where materials were regularly used, teachers noted a 20–30% improvement in students' test scores, particularly in vocabulary acquisition and grammar exercises. A paired t-test analysis comparing academic performance of students taught with instructional aids vs. those without showed a statistically significant difference (p < 0.05) in favor of the former group.

 

4. Challenges Identified

The study identified the following key challenges:

1.      Inadequate supply of materials, especially digital and audio-visual tools.

2.      Lack of teacher training on how to integrate instructional materials into lessons.

3.      Poor maintenance culture and absence of funding for updates or replacements.

4.      Rigid curriculum and examination schedules that discourage creative pedagogy.

5.      Language of instruction sometimes posed a challenge, especially in translating technical terms.

Conclusion

This study has explored the effective utilization of instructional materials in the teaching and learning of English Language in Upper Basic Schools in Zamfara State, Nigeria. Findings clearly indicate that while a range of instructional materials exists—textbooks, flashcards, charts, and a limited number of audio-visual aids—their usage remains inconsistent and in many cases suboptimal. Several key challenges including limited access, insufficient teacher training, infrastructural deficiencies, and systemic neglect hinder the potential impact of these materials in enhancing English language instruction.

The implications are substantial. Instructional materials, when properly selected and effectively used, improve learner engagement, comprehension, retention, and academic performance. In a linguistically and economically disadvantaged environment like Zamfara, where many students enter school with limited exposure to formal English, instructional aids can bridge language gaps, support differentiated learning, and facilitate inclusive education.

Teachers are at the center of this transformation. Their capacity and motivation to utilize instructional materials determine the degree to which students benefit from them. However, the study reveals that many teachers are constrained by systemic factors beyond their control—ranging from lack of training to absence of materials, overcrowded classrooms, and rigid curricula. Therefore, improving the effective use of instructional materials is not simply a matter of individual teacher effort but requires institutional and policy-level interventions.

Despite its limitations—such as focus on a single LGA and limited sample size—the study provides empirical evidence and practical recommendations that can inform local and national strategies for improving English language education in Nigeria.

Recommendations

Based on the findings of this study, the following recommendations were made:

1. There is need for improvement of funding into education sector by the government and community
2. There should be adjustment for teacher professional development
3. There is need for community engagement in all aspects of the education sector
4.  The integration of modern instructional technologies by the teachers

References

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