Assessing Attitudes Impacting the Utilization of Instructional Materials by Agricultural Science Teachers in Gombe State Secondary Schools

The study explores the attitudes of Agricultural Science Teachers (AST) in Gombe State secondary schools toward the use of instructional materials. The study aims to understand the factors influencing these attitudes and the extent to which teachers utilize instructional materials in their teaching practices. The study's introduction highlights the importance of teaching in the holistic development of learners and emphasizes the role of instructional materials, skills, and attitudes in effective teaching. The research identifies a gap in understanding AST attitudes toward instructional material utilization, despite its potential benefits. The purpose of the study is to assess these attitudes and objectives include determining teachers' attitudes toward the improvisation of instructional materials, identifying factors influencing these attitudes, and evaluating AST attitudes toward instructional material utilization. Through a descriptive survey research design, data was collected from 266 respondents (administrative staff and teachers) across 132 secondary schools in Gombe State. The study employs various statistical analyses, including t-tests and mean comparisons, to examine the research questions and hypotheses. Findings reveal that AST are concerned about time constraints and durability when it comes to improvising instructional materials. Factors influencing attitudes include policy formulation, corruption, students' attitudes, government support, and inadequate remuneration. Additionally, the study finds that AST utilize instructional materials to a slight extent in their teaching practices. The study recommends the implementation of professional development programs to enhance teachers' improvisation skills and strategies, collaborative efforts to address factors inhibiting instructional material use, and the development of a long-term strategy for sustained improvement in instructional material utilization.