THE TEACHER’S PERCEPTION OF STRATEGIES FOR IMPROVING THE USAGE OF INSTRUCTIONAL MATERIALS IN CHEMISTRY IN SENIOR SECONDARY SCHOOLS IN KADUNA METROPOLIS

This study explores strategies to improve the utilization of instructional materials in chemistry education across senior secondary schools in Kaduna Metropolis, Nigeria. Anchored in the Diffusion of Innovation and Cognitive Load theories, the research addresses the persistent underuse of teaching aids (e.g., laboratory equipment, multimedia tools, and visual aids) despite their potential to enhance student engagement and academic performance. The objectives focused on analyzing teachers’ perceptions of five strategies: training modes, motivators, administrative support, resource accessibility, and maintenance practices. Employing a mixed-methods design, data were collected through structured questionnaires and interviews with 102 chemistry teachers from 100 schools. Descriptive statistics and t-tests were used to analyze responses, testing hypotheses on differences between qualified and unqualified teachers’ perceptions. Key findings revealed systemic challenges: inadequate training programs, insufficient administrative incentives, poor infrastructure (e.g., erratic electricity), and limited access to instructional materials. Teachers emphasized the need for structured professional development, equitable resource distribution, and policy reforms to prioritize funding. Notably, no significant differences were found between qualified and unqualified teachers’ perceptions, underscoring universal barriers. The study concludes that addressing these gaps requires collaborative efforts among educators, policymakers, and stakeholders. Recommendations include integrating technology-driven tools, establishing teacher support networks, and revising budgetary allocations to sustain instructional resources. By aligning these strategies with Nigeria’s National Policy on Education goals, this research contributes to enhancing chemistry education quality, fostering scientific literacy, and improving student outcomes in Kaduna and similar contexts.