CHALLENGES AND RELATIONSHIPS BETWEEN THE UTILIZATION OF INSTRUCTIONAL MATERIALS AND STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS IN SECONDARY SCHOOLS IN BENUE STATE, NIGERIA

This study examined the challenges and the relationship between the utilization of instructional materials and students’ academic performance in mathematics in secondary schools in Benue State, Nigeria. Despite the critical role instructional materials play in facilitating mathematics teaching and learning, many secondary schools in Benue State continue to struggle with inadequate resources, poor maintenance, and limited teacher proficiency in their use. The objectives of the study were to identify the major challenges hindering effective utilization of instructional materials and to determine the extent to which utilization influences students' academic achievement in mathematics. A descriptive survey research design was adopted, and a sample of mathematics teachers and senior secondary students was selected using stratified and purposive sampling techniques. Data were collected through structured questionnaires and analysis of students’ mathematics test scores. Descriptive statistics (mean and standard deviation) were used to summarize challenges identified, while Pearson’s Product-Moment Correlation was used to test the relationship between instructional material use and student performance. Findings revealed that inadequate availability of instructional resources, lack of teacher training, and insufficient funding were significant challenges to effective utilization. Additionally, a positive and statistically significant relationship was found between the use of instructional materials and students’ academic performance in mathematics. The study recommends increased provision of instructional materials, regular teacher training on effective utilization, and strong support from educational stakeholders to enhance mathematics teaching and learning outcomes in Benue State secondary schools.