Effect of Instructional Facilities on Students’ Academic Achievement in Business Studies in Oyo State, Nigeria

Abstract

The goal of this study was to ascertain how instructional facilities in Oyo State affected students' academic progress. There aren't many studies on this topic, according to the literature. The study was influenced by the Theory of Self-Efficacy, Shavelson's Hierarchical Self-Concept Model, and Social Identity Theory. One hypothesis and one research question were created. The research design was a descriptive survey. All Business Studies Teachers (1,269) and Public Upper Basic School students (88,059) were included in the study population. Of these, 109 teachers and 3533 students were sampled using a multi-stage sampling technique. The “Instructional Facilities Questionnaire (α = .816)” and “Business Studies Achievement Test (KR₂₀ = .777)” questionnaires were employed. Descriptive and inferential statistical techniques were used to analyse the data. Results revealed that instructional facilities such as visual aids (x̅ = 2.042) and typing pool (x̅ = 1.791) are rarely available while audio-visual aids is not available (x̅ = 1.367). Lastly, there is no significant difference in academic achievement of male and female students in Business studies in Oyo state public upper basic schools (t = 1.016; P> 0.05). It can be concluded that audio-visual aids (β = .088; t = 2.509; P<0.05), visual aids (β = .069; t = 2.206; P<0.05) and typing pool (β = .094; t = 2.842; P<0.05) all have significant relative influence on students’ academic achievement in Business studies.  It can be argued that students' subpar academic performance at Oyo State's public upper basic schools may be due to a lack of instructional tools such as visual aids, a typing pool, and audio-visual aids, independent of the gender of the students. To improve students' academic performance, it was suggested, among other things, that they should be motivated and given access to instructional tools.

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