THE AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL MATERIAL IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN BENUE STATE

The purpose of this study was to examine the extent to which instructional materials are available and utilized in the teaching and learning of mathematics in secondary schools in Benue State, Nigeria. The study was guided by two specific purposes and two research questions. The literature review was presented and discussed under conceptual framework, theoretical framework, Empirical studies, and summary of the literature review. The study adopts a descriptive survey research design. The study was conducted in Makurdi Metropolis Benue State, Nigeria. The population of the study was 3000 and a sample size selected using stratified random sampling to ensure representation from both public and private schools. Data was collected using three main instruments: Questionnaire for Teachers (QFT): Questionnaire for Students (QFS): an Interview Guide for School Administrators (IGSA). Data were collected through direct administration and retrieval. Also, interviews with school administrators was scheduled and conducted one-on-one by the researcher, each lasting approximately 20-30 minutes. The collected data were analyzed using both quantitative and qualitative methods Quantitative data (from questionnaires) were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. Inferential statistics such as the Chi-square test was used to examine the relationship between variables like school type (public or private) and availability or use of instructional materials. Qualitative data (from interviews) were transcribed and analyzed using thematic analysis to identify recurring themes regarding school resource management, challenges, and proposed solutions for improving instructional material utilization. The study found that traditional instructional materials such as chalkboards and textbooks are widely available across secondary schools in Benue State. However, modern and innovative materials, such as ICT facilities (projectors, computers, and mathematics software), geometrical models, and charts, are grossly inadequate. This indicates that schools are poorly equipped with diverse instructional resources necessary for effective mathematics instruction. Based on the finding, it was recommended for the provision of Adequate Instructional Materials: Government, school administrators, and other stakeholders should ensure the adequate supply of both traditional and modern instructional resources