Agina-Obu, T. N. (2005). The Relevance of Instructional Materials in Teaching and Learning. In I. Robert-Okah, & K. C. Uzoeshi (Eds.), Theories Are Practice of Teaching (pp. 9-12). Port Harcourt: Harey Publication.

has been cited by the following article:

• TITLE: Teaching Agricultural Science with Instructional Materials in Secondary Schools; What the Standard Deviation Explains about the Mean Achievement Scores

  AUTHORS: Marajos Alkali, Michael E. Ikehi, Rose N. Okoye

  KEYWORDS: Achievement, Control, Experimental, Gap, Group, Scores

  JOURNAL NAME: Creative Education, Vol.7 No.14, August 26, 2016

  ABSTRACT: This quasi-comparative-experimental study explained student achievements scores based on the level of disparity in the means within the control and experimental groups. Four secondary schools (two-government and two-private owned) were studied in Enugu State. The study was comprised of 182 Agricultural Science students in 4 intact classes drawn from four secondary schools in Enugu state. A Student Achievement Test (SAT) was used for data collection. The instrument was faced and content validated. Kuder-Richardson formula (K-R21) was used to determine the internal consistency of the instrument after trial testing, which yielded a reliability index of 0.79. Mean and standard deviation were used for data analysis. Findings of the study strongly supported the use of instructional materials in content delivery but cautions on the diverging effects that could arise among student as revealed in the widening gap between the highest and lowest mean achievement scores.