EFFECT OF UTILIZATION OF INSTRUCTIONAL RESOURCES ON STUDENTS’ ACADEMIC PERFORMANCE ON SCIENCE IN SENIOR SECONDARY SCHOOLS OF SOKOTO STATE

Abstract

Science education imparts a method of inquiry and a systematic way of processing knowledge about the physical world to learners. For this reason, science education provides part of the foundation for any knowledge-based effort to improve health, nutrition, family planning, environment, agriculture and industry. Science education has two broad purposes. The first purpose is to promote scientific literacy among citizens on matters directly affecting their own lives and the society so that they can make decisions based on information and understanding, which is essential for the sustainable development of a modern, technological society. The second purpose is to build up technological capabilities by equipping future workforce with essential science-based knowledge and skills, and by preparing students for scientific disciplines in higher education and science-related careers. Given the potential benefits, the provision of quality science education to all children will have far-reaching consequences on a country's development and prospects.
Practical activities in science education are regarded as the necessary elements to promote understanding of scientific principles. To accomplish this goal, equipment and experiments have to be carefully selected to give students relevant experiences that they may need. Experience and understanding can be enhanced if examples are made from the daily like of students. Provision of relevant equipment is a necessary, but not sufficient condition for successful science teaching.
Other factors such as pre-service and in-service teacher training, technical and educational suitability of equipment, distribution, maintenance and supply of consumable instructional materials influence the quality of practical activities