THE IMPACT OF MATERIAL RESOURCES ON PUPILS’ ACADEMIC PERFORMANCE IN BASIC SCIENCE IN OSHIMILI SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE

Abstract
This study investigated the impact of material resources on pupils’ academic performance in Basic Science in Oshimili South Local Government Area of Delta State, Nigeria. Three objectives guided the research: to examine the availability of material resources, to determine the extent of their utilisation, and to assess their influence on pupils’ academic achievement. A descriptive survey design was adopted, involving teachers and pupils as respondents. Data were collected using questionnaires and achievement tests and analysed with descriptive statistics. Findings revealed that while textbooks and instructional charts were relatively available, critical resources such as science laboratories, audiovisual aids, and models were scarce. Teachers relied heavily on textbooks and charts, with limited use of laboratories and audiovisual aids, often resorting to improvisation when standard resources were unavailable. Pupils reported improved understanding and achievement when instructional materials were used, and achievement test results indicated moderate performance, stronger on recognition-based tasks but weaker on open-ended questions requiring deeper explanation. The study also highlighted persistent disparities in resource distribution, with rural schools more disadvantaged, thereby perpetuating performance gaps. The study concludes that resource adequacy, effective utilisation, and equitable distribution are indispensable for improving pupils’ performance in Basic Science. It recommends increased provision of laboratories and audiovisual aids, equitable resource allocation, teacher training in resource utilisation, and integration of ICT tools to enhance science teaching. These findings underscore the importance of material resources in fostering scientific literacy and preparing pupils for future engagement in STEM disciplines.