Effect of Instructional Materials on Teaching and Learning of Social Studies in Primary Schools in Borno State

This study investigates the effect of instructional materials on the teaching and learning of Social Studies in primary schools in Borno State, North East Nigeria. The persistent challenge of inadequate learning resources in conflict-affected and underserved regions continues to undermine educational outcomes in the North East. The study adopts a quasi-experimental design, selecting 180 primary five pupils from six schools in Maiduguri Metropolitan Council. Schools were randomly assigned to treatment and control groups, with the treatment group exposed to lessons using structured instructional materials including charts, maps, and realia. Pre-test and post-test scores were collected and analysed using analysis of covariance. Dale's Cone of Experience serves as the theoretical framework. The study evaluates the effect of material-aided instruction on pupils' knowledge acquisition and attitude toward Social Studies. Teacher interviews supplement quantitative findings with qualitative insights on resource availability and usage patterns. Initial observations indicate that many teachers in the study area resort to verbalism due to a lack of teaching aids, resulting in passive learning environments. Recommendations target the Borno State Universal Basic Education Board, the Tertiary Education Trust Fund, and school administrators on procurement strategies and in-service training for effective material utilisation. The study contributes to educational reconstruction efforts in post-conflict settings and offers practical recommendations for improving instructional quality in North East Nigeria. Keywords: instructional materials, Social Studies, primary schools, Borno State, teaching effectiveness