The Impact of Instructional Material Implementation and Students’ Academic Performance in History in Selected Secondary Schools in Mbam and Kim Division, Center Region of Cameroon

Students' academic performance has remained a major concern in many secondary schools in Cameroon despite the introduction of the Competency-Based Approach (CBA), instructional materials such as text books, visual aids and ICT Tools play an important role in making learning more effective and engaging. This study was carried out to determine how the availability and proper use of these materials influence students’ understanding, participation, and overall academic performance in Mbam and Kim Division of the centre Region of Cameroon. The persistent poor performance of students in internal and external examinations suggests that challenges still exist in the implementation and use of instructional materials such as text books, visual aids and ICT Tools.
Inadequate or insufficient use of instructional materials has continued to hinder effective implementation and poor academic performance, thereby affecting students' academic achievement. It was against this background that this study examined the effect of instructional materials implementation on students' academic performance in selected secondary schools in Mbam-and-Kim Division, Cameroon.
Specifically, the study sought to examine the effect of instructional materials on students' academic performance in Mbam and Kim Division. The study adopted a quantitative research approach using the descriptive survey research design. The study population comprised History teachers and students in selected secondary schools in Mbam-et-Kim Division. A sample of 452 student respondents participated in the quantitative phase of the study.
Purposive, stratified and simple random sampling techniques were employed in selecting the respondents. Questionnaires used as the principal instruments for data collection. Quantitative data were analysed using descriptive statistics comprising frequencies, percentages, means and standard deviations, while simple linear regression was employed to test the hypotheses at the 0.05 level of significance.
The findings revealed that instructional materials had a statistically significant positive effect on students' academic performance. The study concluded that effective instructional material implementation is fundamental to improving students' academic performance in History in selected secondary schools in Mbam and Kim division. The study therefore recommends that the Ministry of Secondary Education should strengthen continuous professional development programmes for the implementation of instructional materials by teachers.

Instructional Materials, implementation, Students' Academic Performance

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