CHAPTER ONE
INTRODUCTION
1.1Â Â Â Â Â Â BACKGROUND OF THE STUDY
People have evolved a variety of methods for conveying their thoughts, wants, and wishes to others from the beginning of time. The twenty-first century marks a turning point in education, with educators shifting their focus away from traditional classroom projects and toward innovative initiatives that make classroom learning more dynamic. The utilization of instructional materials is one of these projects. Teachers who care about their students’ learning materials assist them in developing personal learning plans, diagnosing their cognitive strengths and weaknesses as well as other personality traits, adapting the learning environment and instruction to their students’ needs and interests, and mentoring authentic and reflective learning experiences for their students (Keefe and Jenkins, 2000).
Students’ quest for understanding also pushes them to study more effectively. When students desire to learn more about a concept, a topic, or an entire field, they devote more mental energy to classroom investigations and debates, as well as independent study (Brooks and Brooks, 1999). As a result, in a constructive learning environment, the aspects of the teaching-learning process must be adaptable but interactive. The input provided by the instructor, the student, and the learning environment all play a role in the teaching-learning process’s effectiveness. According to Iquin (1993) and Bautista (2005), new teaching materials and classroom processes necessitate an alert sort of teacher whose responsibility involves monitoring his pupils’ progress.
Secondary school students’ interest in science disciplines is waning, according to several study reports (Esiobu 2005). According to Afuwape and Olatoye (2004), research on the reasons for students’ lack of interest in science included: a lack of qualified teachers, a lack of practical work, insufficient allotment of time for practical on the school timetable, poor method of teaching, non/poor use of instructional materials, and so on. These, he claimed, were among the primary impediments to the core curriculum in computer science being implemented successfully.
In this context, the teacher’s function in promoting learning is very desirable, because a teacher who understands his position in the teaching-learning process is not just reliant on written words in books. Rather, he creates his own extracurricular activities and resources. He must provide instructional materials to his pupils that provide the most effective and constructive strategies to build abilities and expand their learning (Bautista, 2008).. Guldner and Stone-Winestock (1995) empirically proved that grouping students according to their location in the usage of instructional material might improve academic achievement in a university course. Learners’ efficiency, motivation, cognitive effectiveness, and learning style adaptability are all improved when instructional materials are used. We learn because we desire to learn. A well-designed learning experience may encourage learners to become more engaged with the information by allowing them to be more active participants. Instructional learning moves the focus from a passive, teacher-centered paradigm to an active, learner-centered approach, providing a more powerful learning stimulus. Interactivity keeps the learner’s attention and allows them to practice and reinforce what they’ve learned on their own.
1.2Â Â Â Â Â Â STATEMENT OF THE PROBLEM
In schools, the usage of teaching materials is not encouraged. As a result, students’ motivation and interest in networking in computer science are poor. This is because, due to a lack of instructional materials in schools, teachers utilize a verbalistic and theoretical approach to teaching and studying the topic.   Evidence demonstrates that educational materials are more efficient than traditional instructor-led techniques because learners develop information, skills, and attitudes faster. This efficiency is likely to lead to increased motivation and productivity but in the absence of instructional material student are prone to poor performance(Olojo et al., 2012). According to Obioha (2006) and Ogunleye (2002), there are insufficient resources in Nigerian secondary schools to teach networking concepts. They went on to claim that most of the ones that are available are in bad condition. The question today is how much does the usage of instructional materials in secondary schools effect learning and student accomplishment in computer science as it relates to networking. Thus is upon this premise that this study seeks to examine impact of instructional material in teaching networking in computer scienceon students academic performance.
1.3Â Â Â Â Â Â OBJECTIVES OF THE STUDY
The main purpose of this study is to  examine impact of instructional material in teaching networking in computer science on students academic performance. Specifically the study would:
i.         To investigate the extent at which instructional aids on  computer science are available in Senior Secondary School
ii.       To determine whether computer science  teachers utilizes instructional aids during teaching and learning of networking.
iii.     To whether computer science teachers are willing to improvise aids in the absence of school provision.
iv.     To determine whether the use of networking instructional aids can impact Senior Secondary School students’ academic performance in computer science.
