The Impact of Instructional Resources on Academic Achievement: A Study of Library and Information Science Postgraduates in Nigeria

Students’ academic performance is a multifaceted concept encompassing comprehension, problem-solving, and creativity. This study explores the intricate relationship between instructional resources, teaching quality, and academic achievement among Library and Information Science postgraduates in Nigeria. Drawing on Resource-Based Theory, the research investigates the availability and impact of instructional resources, including textbooks, laboratory equipment, and digital materials. A survey involving 185 postgraduate students from multiple universities utilizes a self-structured questionnaire to assess the availability and perceived use of instructional resources. The findings highlight essential instructional resources for effective teaching, emphasizing their role in facilitating global connectivity, self-paced learning, and practical skill development. However, the study identifies a concerning trend of low overall availability of instructional resources, despite certain resources like ICT facilities and reference materials being moderately accessible. Moreover, a positive correlation between resource availability and academic performance suggests that a well-equipped learning environment significantly influences student success. The study underscores the need for educational institutions to prioritize resource allocation, teacher training, and continuous assessment to enhance instructional resource availability. Recommendations include fostering partnerships with external entities to secure funding and technology, emphasizing the integration of instructional resources in teaching practices, and advocating for the importance of resources among stakeholders. Overall, the research contributes to the understanding of the intricate dynamics between instructional resources and academic performance in the Nigerian higher education context.