PERCEPTIONS OF LEARNERS AND EDUCATORS ON THE IMPACT OF USING INSTRUCTIONAL RESOURCES IN HIGH SCHOOL CHEMISTRY TEACHING

In the interest of investigating the implications about using educational materials in teaching and learning chemistry in Bayelsa State secondary schools from the viewpoints of both students and instructors, this study used an ex-post-facto research approach. Two hypotheses were investigated, and four research questions were addressed. A sample of 123 respondents from all 43 secondary schools in the Central Senatorial District that offer chemistry instruction was polled. A three-part survey was utilized for collecting the data, and the findings indicated that there was little utilization of teaching aids during chemistry lectures. The utilization of instructional materials in class, according to the students, helped them learn chemistry in a variety of ways.The mean scores of students who studied chemistry using instructional resources as opposed to those who did not differed significantly as well. The studys conclusion included a suggestion that the Bayelsa State government supply sufficient instructional resources in all secondary schools for effective chemistry teaching and learning.